


LIBRARY OF THE THEOLOGICAL SEMINARY 
PRINCETON, N. J. 


PRESENTED BY 


a aie a University B brary. 


BX 8013 .H4 1926 

Heisey, Paul Harold, 1886- 
The Lutheran graded series 
of Sunday school materials | 


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The Lutheran Graded Series of 


Sunday School Materials oo te 
NOV 26 1926. 


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“OLOGICAL so’ 






An Historical, Critical, and Constructive Stud 





By 
PAUL HAROLD HEISEY 
Professor of Religious Education 
Wittenberg College 


A DISSERTATION 


SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS 
OF NORTHWESTERN UNIVERSITY FOR THE DEGREE OF 
DOCTOR OF PHILOSOPHY 


1926 
The Department of Religious Education, 
Wittenberg College, 
Springfield, Ohio. 


Part I Copyrighted 1925 


: 


Parts II and III Copyrighted 1926 


, 
RTTAY 


By 


- Paul Harold Heisey 


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To 
MY WIFE 


whose devotion and sacrifice 
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have been the inspiration of 


my efforts. 








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TABLE OF CONTENTS. 


Historical and Theological Background of 
the Lutheran Graded Series ............ 
ETVEPOCMUCEION Moe menos a shame arahate cmp eral A 


The Major Influences of Luther on the Relig- 
ious Educational Efforts of the Lutheran 
Church as Seen in the Lutheran Graded 
PETIT CRG Met es Liem C i alnuy i Malm OW apy Aural! OTs Wi 
I. Religious Educational Theory ...... 
II. Religious Educational Curriculum 

IVEATOTIALS Aen etic ato eat Hd ae Tate eae oh are 
III. Religious Educational Methods and 
ETACTICON ea Ra a oui Meu iede a Dh. 

The Lutheran Curriculum of Religious Ed- 
ucation Prior to the Development of the 
Thutheran Graded..series yy avai, ool, 

The Development of Sunday School Mater- 
ials in the General Council with Special 
Reference to the Lutheran Graded Series. 

SUMMaArveOr mecclonr Lees wishes auslte 

Theological Views of the Lutheran Church 
Expressed in the Lutheran Graded Series 


A Descriptive and Critical Study of the 


Lutheran Graded Series ............... 
ITEMPOLN Or SPA TINS 23) uate. ecsss clits ete e aceny 
WV ontler Lerideay ser ar il tee Ras 
WiOPRKIATIOD ricer tory: leo per. pret came anaes 
Pictureland PR RUN REO aR Ne ig Say aR 
IDI DIB COLVUG eae ofc tatsee trance a anata ahs 
BT OL@ IN CACITIOS Ra aie eerie a errs ah 
Bible (History ety k tegen: Me hata n este a 
Biblé: Haets ands Scenesuas fae vege a 
Bibles Broeranhvan.. gree oka vena noes 
Bibles Veschinga wa se marc poe. Mieacranedie 
BiblawOnucli neg ie ir tak iret yell ok 


15 
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Chart Showing Distribution of Biblical 
Material in the Lutheran Graded Ser- 
ies According to Type of Material. ..174 
Summary of Scores Allowed Units in 
the Lutheran Graded Series ....... 175 
The Lutheran Graded Series in the 
Light of Principles that Should 
Underlie a Curriculum of Religious 
Paucation eens Gee toad cocina danke ae 176 
Part III. Constructive Suggestions for a Modified 
Curriculum of Christian Education in the 
Lutheran (Chureh 0 20 ees eee 183 
The Cradle Roll or Home Department.184 
The Beginners Department or Kin- 


dergarteny: 6)o i idee ee eee ee eal 187 

The Primary Department 0.0... 2... 192, 

The Junior Department ............. 199 

The Intermediate Department ....... 205 

The Senior Department ............. 210 

The Young People’s Department ..... 214 

The Adult. Department™. (22.40... oa ae 217 

General ‘Conclusions ic). esas cue eon ees 219 
I, Critical -Observationsir. sce: siccn on ae eee 219 

IT. .Gonstructive Observations <2. 4.5.4... che 221 


Bibliography. \\ Aes ae eae ett ee ey te a 225 


PREFACE. 


The aim of this study is to trace the historical develop- 
ment of the Lutheran Sunday’ School curriculum mater- 
ials, with special reference to the Lutheran Graded Ser- 
ies; to evaluate this material; and to make constructive 
suggestions for the building of a curriculum in harmony 
with the best knowledge of the child and in the light of 
existing materials. 

Part I of the study suggests brifly the place of Luther 
in the development of Lutheran educational ideals and 
practices; traces the evolution of the Lutheran Graded 
Series; and discusses the theological determinants in the 
series. 

Part II is a study of the Lutheran Graded Series with 
emphasis upon description and criticism. A portion of 
this section records scores given to the various features of 
each unit. <A special study is made of the memory ma- 
terials of the Series. 

Part III is an attempt to-state the major characteris- 
tics of a curriculum of Christian education. It is the 
hope that this Part will serve as an instrument to aid in 
the reconstruction of the present Lutheran Graded Series, 
or in the building of an entirely new curriculum. 

Acknowledgment is made to Professor George Herbert 
Betts, Ph.D., Northwestern University, for his encour- 
agement and guidance in the preparation of this volume. 


iP 
Soe 





THE LUTHERAN GRADED SERIES OF SUNDAY 
SCHOOL MATERIALS. 


(An Historical, Critical, and Constructive Study). 
PART I. 


HISTORICAL AND THEOLOGICAL BACKGROUND OF THE 
LUTHERAN GRADED SERIES. 


A. INTRODUCTION. 


The “Lutheran Graded Series” is a portion of the au- 
thorized curriculum for the Sunday Schools of the United 
Lutheran Church in America. This general and national 
body of the Lutheran Church in America is the result of 
a merger of three former general bodies, namely: the 
General Synod, the General Council, and the United 
Synod in the South. This consolidation took place in 
New York City in 1918. 

Prior to the merger of these three bodies, the Lutheran 
Graded Series was the particular curriculum material in 
the General Council, which inaugurated and promoted 
the Series. The General Synod followed in the main the 
International Lesson System. The United Synod in the 
South published no Sunday School lesson materials and 
depended upon the publications of the other two bodies 
for their lesson materials. 

In order to fully appreciate and to evaluate this Series, 
it is necessary not only to understand the Church organi- 
zation which provides it for its pupils, but also to un- 
derstand this Church in the light of its history and view- 
points. : 


2 LUTHERAN GRADED SERIES OF S. S. MATERIAL 


This study aims to discuss the Lutheran Graded Series 
in the light of the historical background, the theological 
doctrines, the psychological theories, the educational po- 
sitions and practices of the Church, and the views of the 
Church from the Protestant Reformation onward as they 
affect the curriculum of religious education. It seeks to 
answer the questions: “What accounts for the present 
curriculum? How evaluate the present curriculum in. 
the light of modern psychological and educational view- 
points.” Finally, the study aims to make concrete sug- 
gestions for the improvement of the Sunday School ma- 
terials of the United Lutheran Church. 


LUTHER AND EDUCATION. 


To Martin Luther (1483-1546), the leader of the Pro- 
testant Reformation, can be traced many of the educa- 
tional viewpoints of the Lutheran Church. The Luth- 
eran Churches of America, including the United Luth- 
eran Church which sponsors the Lutheran Graded Series. 
have developed directly from his reformatory efforts. 

Previous to the Protestant Reformation education was 
almost entirely the function of the Church. With the 
break in the Church it became necessary, as well as ad- 
visable, for the new Church—the Result of the Reforma- 
tion—to make provision for the education of the people 
who followed Luther and the other leaders of the Refor- 
mation. 

While some good schools existed in pre-reformation 
times, the schools were in many places and in many re- 
spects very inferior. The Protestant Reformation 
worked not only in the direction of improving the exist- 
ing schools but also in the direction of popularizing edu- 
cation. ; 

This study aims to deal chiefly with the problem of re- 
ligious education with special reference to the problem 
of curriculum. It is, however, worth while to note the 
effect of the Reformation on education in general. 

Luther insisted on universal education. He believed 


LUTHERAN GRADED SERIES OF S. S. MATERIAL 3 


that every youth should receive an education. He re- 
garded with favor even at that early day, education for 
girls and young women. MHaving seen the disadvantages 
of Church-controlled education, Luther urged not only 
state-controlled education, but also state-supported edu- 
cation, and called upon the aldermen and others in power 
to appropriate funds for the schools. 

The Reformer advocated a very broad education. Pre- 
reformation education was largely religious, or ecclesi- 
astical; but Luther saw the need of a broader education. 
He insisted that the educational system should include 
practical subjects such as training for home duties and 
for the making of a livelihood; scientific subjects; liter- 
ary matters; and, above all, the religious element. He ar- 
gued that trained teachers should be provided for the 
youth of the State. 

Luther’s views on education are contained in a num- 
ber of his writings, but chiefly in his “Letter to the 
Mayors and Aldermen of all Cities in Germany in behalf 
of Christian Schools” (1524), and in his ‘Sermon on the 
Duty of Sending Children to School” (1530). 

Luther wrote: “‘A city’s increase consists not alone in 
heaping up great treasure, in building solid walls or 
stately houses, or in multiplying artillery, and munitions 
of war; nay, where there is great store of this and yet 
fools with it, it is all the worse and all the greater loss 
for the City. But this is the best and richest increase, 
prosperity and strength of the City, that it shall contain 
a number of polished, learned, intelligent, honorable, and 
well-bred citizens; who when they have become all this, 
may then get wealth and put it to good use.” (Monroe: 
History of Education. Page 413). 

Luther’s contribution to general education is equalled, 
if not surpassed, by his interest and efforts in behalf of 
religious education. With the liberation of the people 
from the Church of Rome and its educational system 
Luther felt the great need of popular religious education. 
His efforts are seen in several directions: the arousal of 
the people to a personal interest in religion, the estab- 


4 LUTHERAN GRADED SERIES OF S. S. MATERIAL 


lishment of schools for the training of youth in religion, 
the exaltation of the home as the center of religious edu- 
cation, the preparation of his Small and Large Cate- 
chisms for the use of the common people, and his transla- 
tion of the Bible in the vernacular for the use of the peo- 
ple. | ; 


B. THE MAJOR INFLUENCES OF LUTHER ON THE RELIGIOUS 
EDUCATIONAL EFFORTS OF THE LUTHERAN CHURCH 
AS SEEN IN THE LUTHERAN GRADED SERIES. 


I. RELIGIOUS EDUCATIONAL THEORY. 


1. Hmphasis on Religious Education. An outcome 
of the Lutheran Reformation was the emphasis placed 
upon the religious education of the laity. With the open- 
ing of the Bible for the use of the people and with the 
cmphasis upon individual religious experience as opposed 
to the authority of the Church, the need of education be- 
came apparent. This emphasis upon the education of 
the laity has been inherited by the present-day Lutheran 
Church. The Church has done much to develop schools 
of religion: kindergartens, parish schools, parochial 
schools, Sunday Schools, catechetical classes, and week- 
day schools of religion. The Lutheran Graded Series is 
an outgrowth of the fundamental position of Luther that 
the laity should be educated and that all are priests be- 
fore God. 

2. The Recognition of the Child. Another general in- © 
fluence of the work and views of Luther is seen in the em- 
phasis that the Lutheran Church places upon the religi- 
ous education of the child. Luther favored not only uni- 
versal education but education from the earlier period 
of life through to adulthood. The Lutheran Graded 
Series aims to care for children from birth to adulthood. 
“In Mother’s Arms,” which is designed for mothers, em- 
phasizes the importance of infant baptism and of the 
parents assuming responsibility for the Christian educa- 
tion of the child. The Lutheran Graded Series makes 


LUTHERAN GRADED SERIES OF S. S. MATERIAL D 


provision for each period through childhood and ado- 
lescence. 


II. RELIGIOUS EDUCATIONAL CURRICULUM MATERIALS. 


1. Luther’s Catechisms. Luther was so deeply in- 
terested in the religious education of the laity that he 
prepared two catechisms: Small Catechism and Large 
Catechism (1529). These were designed for use in the 
home. They have remained, with adaptations and en- 
largements, standard throughout the history of the 
Church. Before the development of ihe modern Sunday 
School catechetical classes were the means of educating 
children in matters of religion. 

It would be expected that an extensive Lutheran 
Graded Series would take into account Luther’s Cate- 
chisms. Referring to the Lutheran Graded Series, Dr. 
George W. Sandt, the biographer of Dr. T. E. Schmauk 
(founder of the Series) writes, “It also took into con- 
sideration the catechism as an essential part of instruc- 
tion.” (Sandt: Theodore Emanuel Schmauk. Page 85). 

While such consideration of the catechism may have 
been in the mind of the founder of the Series, the cate- 
chism in its general form actually appears in only one 
volume of the Series, “Bible Historv.” In “Wonder- 
land” selections from the basic elements of the catechism 
(Commandments, Lord’s Prayer, and Creed) appear. 
They are not treated as portions of the catechism, as they 
are treated in “Bible History.” 

2. The Bible. The Reformation denied the authority 
of the Church and, in its stead, exalted the Scriptures. 
The Bible, which Luther gave the German people in the 
vernacular, became the authority of the Church of the 
Reformation. It has since been acknowledged by the 
Lutheran Church as the only infallible rule of faith and 
practice. 

The centrality of the Bible is emphasized in the Lu- 
theran Graded Series. Beginning with the text for ten 
year old pupils, each unit of the Lutheran Graded Series 


6 LUTHERAN GRADED SERIES OF S. S. MATERIAL 


bears the word “Bible” in its title; for example, “Bible 
Story,” “Bible Readings,” “Bible History,” etc. 

A study of the sources of the materials in the Lutheran 
Graded Series reveals the fact that the Series is built en- 
tirely upon Biblical sources. It is a Bible-content series. 
All the books of the Bible supply materials for the Graded 
Series. Many portions of the Bible are repeated through- 
out the Series. 

Further facts on this point are given in a section of 
this study devoted to “The Biblical Sources of the Lu- . 
theran Graded Series.” 

3. Luther’s Hymns. In 1524 Luther issued the first 
evangelical hymn-book. This became the foundation of 
congregational singing in the Church of the Reformation. 
Luther’s hymns are an important factor in the Reforma- 
tion movement. The influence of Luther’s interest in 
music and hymn writing has been felt throughout the 
history of the Lutheran Church. In view of the fact 
that separate hymn-books were issued in connection with 
Sunday School work, little evidence of this work of Lu- 
ther is seen in the Lutheran Graded Series. Hymn 
verses are, however, found in “Wonderland.” Luther’s 
beautiful “Cradle Hymn” is found in this unit of the 
Series. 

The only unit of the Series which supplies memory 
hymns—other than the single verses in ‘‘Wonderland’— 
is “Bible Readings” for children of eleven years of age. 
Luther’s famous hymn “A Mighty Fortress is Our God,” 
(1529), appears in this unit in connection with Lesson 
number thirty-five. 

4. Graded Instruction. That Luther recognized the 
need of graded material and graded instruction in reli- 
gious education, is indicated by his Small and Large Cate- 
chisms; the former for children and the latter for adults. 
The Lutheran Graded Series was definitely founded on 
the principles of graded materials and graded instruc- 
tion. Although this latter reflects the views of Luther, 
it cannot be entirely attributed to his positions; for in 


LUTHERAN GRADED SERIES OF S. S. MATERIAL 7 


the meantime great progress and development had taken 
place in both general and religious education. 


III. RELIGIOUS EDUCATIONAL METHODS AND PRACTICES. 


1. Catechization. The writing and publication of 
Luther’s Catechisms implied their use in what has come 
to be known as the catechetical method. The Small Cate- 
chism was primarily designed for use in the home where 
the father would act as teacher. The Large Catechism 
was designed more especially for use by pastors in classes 
in the Church. 

The catechetical method in religious education was 
very popular in the Lutheran Church previous to the 
origin of the modern Sunday School under the impulse of 
the work of Robert Raikes and his first school, which was 
founded in Gloucester, England, in 1781. 

The vast majority of persons received into member- 
ship of Lutheran Churches, whether they be youths or 
adults, are prepared for the step of uniting with the 
Church, through a course of religious instruction based 
largely on Luther’s Catechism in its various editions. 

Catechization in the American Lutheran Churches 
finds its background in the practice of the Church in Ger- 
many, and that practice dates back to the work of Lu- 
ther and his co-laborers. The method of catechization, 
however, goes back further than the Protestant Reforme- 
tion. Luther inherited from the Catholic Church the 
method which he adopted, although it had fallen into dis- 
use in many divisions of the Church. 

Luther’s Catechisms and the catechetical method were 
brought to America by the Lutheran immigrants as early 
as 1637. This method of religious instruction cf youth 
was followed, exclusive of any other method until after 
the Raikes Movement, which soon began to affect the 
methods of religious education among Lutherans. The 
catechetical method, however, is still followed by the Lu- 
theran Church together with the modern Sunday School 
efforts. 


8 LUTHERAN GRADED SERIES OF S. S. MATERIAL 


At present two distinct systems of religious education 
prevail in the Lutheran Church; the Sunday School for 
general religious education and the catechetical class for 
those preparing for membership in the Church. An ef- 
fort is being made to introduce the literature of the Cate- 
chism into the program of the Sunday School. The 
literature of the United Lutheran Church containing the 
International Uniform Lesson has small portions of the 
Catechism for each Sunday. These portions are usually 
used in concert in the Sunday School before the school | 
divides into study-groups. 

The catechetical method has influenced the Lutheran 
Graded Series in the catechetical materials which appear 
in “Bible History” referred to above; and also in the 
question and answer method which prevails throughout 
the Series to the exclusion of the problem, project, dis- 
cussion, and research methods. 

2. Confirmation. From the days of Luther, the prac- 
tice of the rite of confirmation has been closely allied to 
the educational viewpoint of the Lutheran Church as ex- 
pressed in the method of catechization. 

The period of catechization is a period of preparation 
for the child’s acceptance of the Christian message and 
his entrance into full membership of the ggneien through 
confirmation. 

The baptized child is considered a member of the 
Church; but usually between the ages of twelve and fif- 
teen, he formally takes the vows for himself. The cere- 
mony takes place in the Church and is considered an im- 
portant occasion in the child’s life. 

The rite of confirmation may be preceded by an ex- 
amination of the pupil’s grasp of the content of the Cate- 
chism and of his general knowledge of the Church. 

The intellectual aspect of his preparation is not con- 
sidered the only necessary step for Church membership. 
He is expected to have made a personal choice of the mes- 
sage of Christianity and to avow personal allegiance to 
Jesus Christ. 

In the Lutheran Graded Series “Confirmation” is dis- 


LUTHERAN GRADED SERIES OF S. S. MATERIAL 9 


cussed in “Bible Teachings” designed for pupils fifteen 
years of age. 

“The rite of confirmation,” writes Dr. Joseph Stump 
in “Bible Teachings” “is intimately associated with the 
baptism of children. When those who were baptized in 
infancy have arrived at an age at which they are able to 
examine themselves, they are to be confirmed. After 
receiving from the pastor the further instruction they 
need, they make a public confession of the faith in which 
they are baptized,—a confession involving not merely a 
recitation of the Creed believed in by the Church, but 
also a declaration of trust in God and His Word such as 
is taught in the explanation of the Creed in the Cate- 
chism..... They were already members of the Church 
by virtue of their baptism; but having been confirmed, 
they become communicant members.” (Page 91). 


C. THE LUTHERAN CURRICULUM OF RELIGIOUS EDUCATION 
IN AMERICA PRIOR TO THE DEVELOPMENT OF THE 
LUTHERAN GRADED SERIES. 


The Lutheran Church in America was slow to adopt 
the Sunday School in the form in which it was brought 
from England. | 

The Lutheran settlers of America, who were frem Ger- 
many and the Scandinavian countries, brought with them 
the practices of the Lutheran Church in those countries. 
The religious educational method followed in these coun- 
tries was chiefly the teaching of Luther’s Catechism. 

The history of Lutheran curriculum materials of reli- 
gious education previous to the development of the Lu- 
theran Graded Series is largely a history of the use and 
development of Luther’s Catechisms. 

The Catechisms of Luther probably made their first 
appearance in America with the arrival of the Swedish 
colonies which settled along the Delaware in 1637. In 
1642, Rev. John Campanius arrived as Chaplain of vhe 
colony in company with Governor Printz. Campanius 
labored in and about Philadelphia from 1643 to 1648. 


10 LUTHERAN GRADED SERIES OF S. S. MATERIAL 


During this period he had the Catechism translated into 
the language of the Delaware Indians. 

“Tutnerans were the first missionaries of the Cross at 
least in Pennsylvania and perhaps the very first work 
ever translated into the language of the Indians of 
America was Luther’s Small Catechism.” (Schaeffer: 
Early History of the Lutheran Church in America. Page 
16). 

In 1693, Pastor Springer sent to the homeland, 
Sweden, for two hundred copies of Luther’s Catechism 
for use in the colony. 

In 1696, Luther’s Small Catechism was published 
widely in Sweden. The following year large editions 
were brought to America. 3 

Count Zinzendorf arranged for the first printing of 
the Catechism in the German language. This work was 
done by Christopher Sauer, Germantown, Pa., in 1774. 

The first authorized German edition of Luther’s Small 
Catechism in America appeared in 1749. The text which 
was prepared by the Rev. Peter Brunholtz and sponsored 
by a group of Lutheran ministers was printed in Phila- 
delphia by Benjamin Franklin. 

The second English edition, which appeared in 1761, 
was issued by the Swedish Provost Wrangel, a friend of 
Henry M. Muhlenberg, patriarch and pioneer Lutheran 
organizer in America. 

In his pioneer work in America, Muhlenberg gave as 
much attention to teaching the Catechism as to preach- 
ing and his influence was felt far and wide among Lu- 
theran settlements in the colonies on the Atlantic coast. 

The early synodical organizations of Lutherans in 
America, notably the Ministerium of Pennsylvania, fos- 
tered catechetical instruction. 'The practice and method 
in the early Lutheran Church in America has been de- 
scribed in the following words: 

“Catechization was the main reliance for building up 
congregations. For many years no one except in very 
special cases was confirmed without a previous course of 
instruction. The pastors were wont to teach continu- 


LUTHERAN GRADED SERIES OF S. S. MATERIAL 11 


ously from ten to fifteen days of six hours each. They 
used the catechism as the basis. With this they pro- 
pounded questions to awaken thought and after stating 
clearly the specific truth, required each catechumen to 
find and mark the proof text in his own Bible. They 
dismissed no subject until they were sure that conviction 
had been wrought. Patient, faithful, and devoted in this 
work they made their catechumens intelligent Lutherans, 
enlightened Christians, and it was only in rare cases that 
a member of their congregations, no matter what his lo- 
cation or situation left the Lutheran Church.” (Wolf: 
Lutherans in America. Page 377). 

The General Synod, the first national body of the Lu- 
theran Church in America, was organized at Hagers- 
town, Md., in 1820. At the first session of the newly or- 
ganized synod in 1821 at Frederick, Md., it was re- 
solved: “That the present state of our Church requiring 
it, a committee be appointed to compose an English Cate- 
chism, and to offer it to the consideration of the next 
General Synod.” (Minutes of General Synod, 1821. 
Page 5). 

The Committee consisting of Rev. Messrs. C. Endress, 
J. C. Schmucker, G. Shober, G. Lochman and D. F. 
Schaeffer, immediately commenced their important task 
and at the meeting in 1823 at Frederick, Md., submitted 
to Synod a Catechism. (LUTHERAN QUARTERLY, April 
1913. Page 182). 

At the meeting of the General Synod in 1847, pee fol- 
lowing resolution was passed: 

“Resolved, that a committee of three be tied to 
improve the Shorter Catechism, and to superintend the 
publication of the improved edition: that they be di- 
rected to have the passages of Scripture printed in full 
in the Order of Salvation....that they frame suitable 
questions to elicit more fully the sense of the answers to 
the original questions and give the passages of Scripture 
proving the same.” (Minutes of G. S. 1847. Frank: 
History of Catechization in the General Synod. Page 


12 LUTHERAN GRADED SERIES OF S. S. MATERIAL 


10. Unpublished thesis, Western Theol. Seminary, Fre- 
mont, Nebr.) 

The above resolution would indicate that the former 
edition of the Catechism followed very largely the ma- 
terial offered in Luther’s original editions, and that now 
there was a demand for additional material to explain 
the catechism. This method became quite general and 
many pastors attempted to prepare catechisms based on 
Luther’s original material, but supplemented by their 
own materials. 

The Rev. John G. Morris, D.D., Baltimore, Md., was 
an enthusiastic advocate of catechization at this period. 
In the Hvangelical Review of July 1849, he wrote: 

“We regard it as a very favorable sign of the times in 
our Church that the ancient and salutary practice of 
catechetical instruction has of late engaged more than 
ordinary attention among us. The different periodicals 
have uttered their almost oracular voice, and not a few 
of the synods have passed resolutions commending it to 
pastors and people. It has been the theme of elaborate 
pulpit discourses, and of frequent discussion in confer- 
ences and at occasional clerical meetings. All this 
promises the most beneficial results, and is an unmistak- 
able evidence of the revival of genuine Church feeling, 
as well as of an increasing interest in the proper religi- 
ous training of the young members of the household of 
faith.” (Page 67). 

In the early years of the Lutheran Church in America, 
the religious instruction of children consisted chiefly in 
the catechetical efforts; but, with the introduction of the 
Sunday School in America, inroads were made upon the 
catechetical method and work. With this in mind, Dr. J. 
G. Morris followed the article above quoted with another 
on “Catechization” which appeared in the Evangelical 
Review of October 1849. 

He writes: 

“There are few at the present day who will speak 
lightly of the duty of catechizing; and yet there are 
some. 


LUTHERAN GRADED SERIES OF 8S. 8. MATERIAL 13 


“They say, that the modern Sunday School system has 
superceded this pastoral duty. We deny this. There 
might be some truth in it if the pastor had time to in- 
struct the children in the catechism every Sunday, or if 
all the teachers were properly qualified for their post or 
-if even those who are capable would have the requisite 
patience and time to indoctrinate their pupils thoroughly ; 
but neither of these is the case anywhere. Besides the 
pastor has not the liberty of entrusting to other hands, 
that which the Great Shepherd of these lambs has given 
into his hands. No human institution can supercede a 
divine appointment. It was to Peter as a representa- 
tive of the Apostles, that He said, ‘Feed my lambs.’ Sun- 
day Schools are mighty auxilliaries to the pastor and well 
qualified teachers are his efficient adjutants, but they 
cannot be his substitutes in any work peculiarly clerical. 
Let them teach the catechism with all fidelity but let not 
the minister say that is enough, and therefore I need not 
attend to it. This system will furnish an efficient corps 
of Sunday School teachers. They who have been well 
instructed will be able to teach others. The catechumens 
will make a strong body of ministerial deputies. They 
have not only learned the doctrines, themselves, but, 
what is vastly important, they have also learned how to 
teach. They will follow the course and observe rules 
practiced by their pastor.” (Page 226). 

Evidently, the influence of the enthusiasts for cate- 
chetical instruction prevailed; for in the Minutes of the 
General Synod for 1857, (page 30) we read the follow- 
ing: 

“Catechetical instruction is diligently maintained, not 
as a mere formal exercise, but as a blessed means of 
grace, by which the young may be taught the way of life. 
In some places where it has been neglected, and even 
abandoned, it has again secured attention on the part of 
pastors and people, to which it is so eminently entitled.” 

In 1867, came the break which resulted in the organi- 
zation of the General Council, the organization which 
later devised the Lutheran Graded Series. This body 


14 LUTHERAN GRADED SERIES OF S. S. MATERIAL 


immediately expressed its interest in catechetical instruc- 
tion by adopting as the official text of the Council a re- 
vision of the English Lutheran Catechism issued in 
America by the Rev. Philip F. Mayer, pastor of the first 
English Lutheran Church (St. John’s), Philadelphia, 
Pa. The edition of Mayer was revised in 1854 by a Com- 
mittee of the Ministerium of Pennsylvania consisting of 
Revs. C. F. Welden, A. T. Geissenhainer, B. M. 
Schmucker. 

That the interest in catechization continued in the 
General Synod is indicated in the following reports: 

“In 1875 large numbers of catechumens are reported 
indicating to us what we hail with pleasure that this 
most important custom of the Church is coming into 
more general use than ever before.” (Minutes of the 
General Synod. 1875. Page 36). 

“‘Catechization has received a large share of attention. 
Many catechumens are reported, and the most blessed 
results from this time-honored practice are gratefully ac- 
knowledged. Many speak of the convincing fruits in 
their congregations of the efficiency of this method of 
imparting religious instruction and laying a deep foun- 
dation for Christian character but one of all the synods 
complains of little interest being manifested in it.”’ (Min- 
utes of the General Synod. 1877. Page 12). 

These optimistic records of the success of the educa- 
tional method through catechization should not leave the 
impression that forces contrary to the educational ideal 
were not at work. The greatest influence which ope- 
rated against the catechetical method was that of the 
great revival movement in America: The Great Awaken- 
ing, 1727-1750; the Revivals in Kentucky, 1800-1803; 
other movements between 1800 and 1820. These move- 
ments tended to break down the educational methods in 
catechetical classes and to substitute the method of the 
revival. The Lutheran Church was somewhat affected 
by these tendencies, but it constantly held to the cate- 
chism, and so the advocates of the educational method 
have finally won a rather general victory. 


LUTHERAN GRADED SERIES OF S. S. MATERIAL 15 


The Sunday School began to gain ground. With the 
increasing importance of the Sunday School, literature 
for it began to develop; but the interest in the catechism 
and the use of the catechism still obtained. The litera- 
ture of the Sunday Schools carries portions of the cate- 
chism. 


D. THE DEVELOPMENT OF SUNDAY SCHOOL MATERIALS IN 
THE GENERAL COUNCIL WITH SPECIAL REFERENCE 
TO THE LUTHERAN GRADED SERIES. 


The United Lutheran Church inherited the Lutheran 
Graded Series from the General Council of the Evangeli- 
cal Lutheran Church in North America, which was one 
of the three bodies to merge into the United Lutheran 
Church in 1918. 

The General Council dates from the preliminary meet- 
ing in 1866 as a result of a split-off from the General 
Synod. The first regular convention—the organizing 
convention—of the General Council was held in 1867. 
The report of this gathering carries no reference to the 
Sunday School or its literature. The Minutes of the next 
- session (the second annual convention held in Pittsburgh, 
Pa., November 12-18, 1868) have the record that, among 
the things acted upon was the following: ‘‘The speedy 
preparation of a Sunday School Hymn Book was urged 
upon the Committee having that subject in hand.” (Page 
21). At the third annual convention held in Chicago, 
Ill., Nov. 4, 1869, more definite and significant action was 
taken in the adoption of the following resolutions: 

“In view of the lack of a Sunday School literature at 
once true to our Church and her history, and profitable 
to our youth, 

“Resolved, 1. That our Pastors and Laymen be urged 
to give earnest attention to this great want, and prepare 
with all diligence suitable books for our Sunday Schools. 

“Resolved, 2. That the scholars of our Sunday Schools 
be especially asked to take part in the publication of Sun- 


16 LUTHERAN GRADED SERIES OF S. S. MATERIAL 


day School books, by collecting and contributing funds to 
be used in printing such books. 

“Resolved, 3. That a committee be appointed to ex- 
amine Sunday School books now published and report 
such as could be properly recommended to our schools, 
and also to make inquiry whether special editions of 
books to suit our wants, cannot be secured.” (Minutes 
of the General Council. Third Convention. 1869. 
Page 39). 

A committee was appointed to carry out this work. 
At the Eighth Annual Convention of the General Coun- 
cil held in Jamestown, N. Y., in 1874, on a motion of the 
Rev. F. J. F. Schantz, the following resolutions were 
adopted: 

“Resolved, That a committee be appointed to report at 
the next annual meeting of the General Council on the 
subject of Question Books, Lesson Leaves and other aids 
in imparting instruction in the schools. 

“Resolved, That the attention of the pastors and Sun- 
day Schools of our English congregations be called to the 
‘Questions on Epistles for the Church Year, by Rev. E. 
Greenwald, D.D.’ and the ‘Lesson Leaves’ by Rev. S. 
Wagenhals.” 

The minutes further state that, under the action of the 
> first resolution, the following committee was appointed: 
Revs. E. Greenwald, S. Wagenhals, and F. J. F. Schaniz, 
and Messrs. L. L. Houpt, Peter P. Keller, and T. H. Lane. 

At the Ninth Annual Convention of the General Coun- 
cil held in Galesburg, Ill., in 1875, it was reported that 
the Fifth Annual Convention of the Indiana Synod (a 
district synod of the General Council) had taken action 
“urging upon the General Council the necessiy of issuing 
at an early day, Lesson Leaves for the use of our Sunday 
Schools. 

In response to the action of the Indiana Synod the 
General Council passed the following resolution: 

“2. Resolved, That the Council fully appreciates the 
great wants of the Church relative to suitable Lesson 
Leaves and other aids in imparting instruction in the 


LUTHERAN GRADED SERIES OF S. S. MATERIAL 17 


Sunday School, and will do all it can towards the speedy 
completion of the important work now in the hands of 
the committee.” 

At the meeting held in 1875, the committee appointed 
the previous year, made a lengthy report which at- 
tempted to deal with the history of the Sunday School. 
Of especial interest is the following paragraph from the 
report: 

“The first Sunday School of which we have any certain 
account in history, was that established by the Lutheran 
Pastor Stouber, and his successor, Pastor Oberlin, in 
Steinthal, Elsace, about the year 1767. It was a church 
school, controlled by the pastor and in it religious in- 
struction was given by means of the Word of God, and 
Luther’s Small Catechism. Subsequently in 1781, Rob- 
ert Raikes, of England, established Sunday Schools for 
the instruction of poor children whom he collected. to- 
gether on Sundays. From these beginnings the Sunday 
School has grown until it has become a fixed institution 
in the Churches.” (Minutes of the Ninth Annual Con- 
vention of the General Council. Page 42). 

This same report contained several resolutions which 
were adopted by the convention: 

“1. Resolved, That the General Council appoint a 
committee to prepare suitable aids for imparting instruc- 
tion in our Sunday Schools. 

“2. Resolved, That we earnestly urge upon all our 
Churches the duty of introducing into their schools the 
aids prepared by said committee.” 

In addition to the resolutions offered by the commit- 
tee, a special resolution bearing on the Sunday School 
materials was adopted: 

“Resolved, That the committee have published in the 
church papers, each week, an exposition of the lesson, for 
the assistance of Sunday School teachers in their prepa- 
ration of it.” 

At the Tenth Annual Convention held in 1876 at Beth- 
lehem, Pa., the committee which had been appointed in 
1875, was able to report: 


18 LUTHERAN GRADED SERIES OF S. S. MATERIAL 


eracatae sued a series of Lesson Leaves was prepared by the 
Rev. Dr. J. Fry, a member of the committee, based on 
selections from the Old Testament, and illustrating the 
Gospels from the church year. The lessons, with suit- 
able explanations, were printed in the Lutheran and Mis- 
sionary, and the Leaves were published in separate form 
by the Lutheran Book Store. These Lesson Leaves are 
carefully prepared and are very favorably received by 
the churches, 14,000 copies of the Leaves being printed 
and circulated weekly..... 

“A useful little book entitled, ‘Little Treasures for Lit- 
tle Children,’ was prepared by the Rev. F. P. Mayser, 
also a member of the committee which is particularly in- 
tended for use in our Infant Schools. 

“Provision has been made for the supply of our Sun- 
day Schools with Lesson Leaves for the coming year. 
Rev. Dr. Fry will commence with the first Sunday in Ad- 
vent a second series of the Lessons based on New Testa- 
ment narratives, and illustrating the Gospel pericopes.”’ 

The present Lutheran Graded Series follows the plan 
of fitting its lessons to the Church Year and beginning 
each text with a lesson for the First Sunday in Advent. 

No convention of the Genera! Council was held in 1878 
and the Minutes of the Convention held in 1879 contain- 
ed no report on Sunday School work. 

The Minutes of the Convention of 1880 (held in 
Greensburg, Pa.,) contained the followving paragraphs in 
the report of the Committee on Sunday School work: 

“The Sunday School has become one of the main 
agencies by which religious instruction is imparted to the 
children of the Church, by the Church. Parochial 
schools ought to be connected with all our congregations, 
and they are kept up in many. They afford better fa- 
cilities than the Sunday School, because the children re- 
ceive religious instruction in them every day, and they 
are not only gathered together an hour or two per week 
for that pu-pose. Still, the Sunday School exists even in 
congregations where parochial schools are sustained. It 


LUTHERAN GRADED SERIES OF S. 8S. MATERIAL 19 


has become therefore, a permanent institution of thc 
Church. 

“All our Sunday Schools ought to be distinctly Church 
schools. Our own doctrines ought to be taught in them 
No other than our own Sunday School Books, Lesson 
Leaves and papers, should be used in ‘hem. They should 
not be union schools in any sense. 

“The Church Lesson Leaves are selections from the 
Old Testament, edited and prepared by Rev. Dr. J. Fry, 
a member of the committee, and have met with great 
success and have been very useful. The Sixth Series, on 
the Acts of the Apostles, and suited to the seasons of the 
Church Year will begin with the first Sunday in Advent. 

“A volume entitled ‘Biblical History, in the words of 
Holy Scripture, with engravings, maps, questions and 
notes for Sunday and week-day schools,’ issued by the 
Pilger Buchhandlung, Reading, Pa., is sound, attractive. 
and well-adapted to afford essential aid to our teachers 
in giving Biblical instruction to their scholars. 

“A little book has been prepared by one of our com- 
mittee, and is in press, entitled: ‘Lessons for Primary 
Sunday School Classes, and for Infant Schools.’ It is a 
series of lessons to come between the child’s Catechism 
and the Lesson Leaf. It is also designed to render the 
children familiar with the various parts of Morning and 
Evening Service as provided in the Church Book.” 

During much of the period of the activity thus far re- 
ported, Dr. E. Greenwald acted as Chairman of the Sun- 
day School Committee. In 1886 he resigned his position 
and a new committee was appointed. The committee 
was instructed to report on a graded system of instruc- 
tion for Sunday Schools. A year later the committee 
was urged to prepare plans for such a graded system. 

According to the Minutes of the Convention held in 
Minneapolis, Minn., in 1888, the Committee on Sunday 
School Work reported a graded course of instruction for 
the Sunday Schools. 

This report provided for a Primary Department with 
lessons based upon Bible pictures, the catechism, and 


20 LUTHERAN GRADED SERIES OF S. S. MATERIAL 


“Little Children’s Book.” The lessons were arranged 
‘on the basis of the church year. The scheme also pro- 
vided for an intermediate department cf four years, and 
an advanced department of four years and for ‘Pastors’ 
Bible Classes” for adults. The report also outlined a 
seven year course on the “Lesson Leaf Schedule.”’ 

The Graded course suggested was isased according to 
the committee on the idea that the lessons in any course 
should be “graded to the mental capacity of those to be 
instructed.” The course gave prominence to the Bible, © 
the Catechism, and the Chureh Bock. It emphasized 
the “sacred Word itself.” Memory work was proposed. 
The course aimed at adaptability for many conditions of 
schools. For the teachers’ use it reeommended the Bible, 
a good concordance, and a Bible dictionary. 

The report of the committee at this convention which 
comprises five printed pages was very important as 
viewed from later times. Although, unfortunately, no 
action was taken on this highly significant report, the 
committee was instructed to “arrange a series of Scrip- 
tural Sunday School lessons.” 

Five years later, in 1893, this report on a graded 
course was referred to and again a movement for graded 
material was begun. This movement was more fruitful 
for it resulted in the present Lutheran Graded Series. 

At the twenty-second annual convention of the Gen- 
eral Council held in Pittsburgh, Pa., in 1889, the com- 
mittee on Sunday School work, appointed at Chicago in 
1886, reported that they had continued the “Church Les- 
son Leaf,” and “The Helper.” The enlarged Committee 
on Sunday School Work, appointed in 1888, to “arrange 
a series of lessons for our Sunday Schools, based on the 
Church Year’ reported it would be “ready for use by the 
coming Advent Season.” 

Arrangements, were made to continue the “Church 
Lesson Leaf’ and also “The Helper’; and the enlarged 
committee was instructed by resolution “to prepare the 
schedule of lessons for the year, from Advent, 1890-91, 
and to edit the same.” 


LUTHERAN GRADED SERIES OF S. S. MATERIAL 21 


No convention was held in 1890, since from 1889, con- 
ventions have been held biennially rather than annually. 

At the convention held in 1891 at Buffalo, N. Y., the 
committee simply reported that it was continuing 
“Church Lesson Leaf,” and “The Helper.” It is of in- 
terest that this report states that, “all efforts to secure 
the co-operation of other Lutheran bodies in selecting 
uniform lesson texts and subjects, have so far proved 
fruitless.” The report quotes a correspondent writing 
for the United Synod in the South, as expressing the 
sentiment of his body in the words: “‘We do not deem it 
expedient to co-operate in this proposed work.” 

The committee reported, in 1898, at Ft. Wayne, Ind., 
that the same general schedule was being carried out, a 
schedule that provides a seven year course. The follow- 
ing was adopted: 

“Resolved, That the committee prepare lessons for 
795 and 796 upon the Church Gospels for the day and upon 
the poetical and prophetical books of the Old Testament.” 

Item 3 of the committee’s report reads as follows: 

“It would be helpful to the work of this committee if 
some definite outline of the instruction to be given in 
Sunday Schools were determined by this body. Such a 
plan was presented some years ago (’88) and printed in 
the Minutes, but never acted upon. Some of our schools 
are looking forward to more of a graded course of in- 
struction than is supplied by “Leaves” to be studied 
simultaneously throughout our entire schools. Is this 
body minded to indicate such a course, and will it encour- 
age efforts to supply the necessary text-books for it? Is 
it willing to examine and take action upon the plan pro- 
posed and already upon its minutes?” 

It was this item in the report of the committee that 
called attention to the report made in 1888, of a graded 
course of instruction. 

-In response to the inquiry of the committee the fol- 
lowing reso'ution was adopted: 

“Resolved, That the plan submitted in ’88 be taken up 


22 ‘LUTHERAN GRADED SERIES OF S. S. MATERIAL 


for consideration, as a special order, upon the first day 
of our next convention.” 

In pursuance of this action the chairman of the com- 
mittee, Dr. M. H. Richards, introduced the report of the 
Sunday School Committee on the opening day of the 
twenty-fifth convention, held in Easton, Pa., in 1895. He 
called attention to the course of study suggested in 1888 
and presented a set of resolutions. Upon presenting the 
report on the first day, he was unprepared to furnish 
delegates with printed copies of the 1888 courses of 
study. The convention instructed him to prepare 
printed copies of the course of study and deferred discus- 
sion for the day. Nothing was done with the set of reso- 
lutions which he offered, but other resolutions which took 
care of the problems were introduced. Until the prob- 
lem of a graded course could be settled, the committee 
was expected to continue to report on the work accom- 
plished and the immediate work to be done. As to the 
work of the past year the committee could report thus: 

“According to resolution, the lessons for 95 and ’96 
were to be upon the Gospels for the day, and the poetical 
and prophetic books of the Old Testament. The commit- 
tee has had sufficient information to discover that this 
latter feature is not desirable to some at least and asks 
for instructions as to a modification of this resolution: 

“Resolved, That the supplementary Gospels be used in 
the current Lesson Leaf series until Advent, 1896.” 

The significant thing of this convention, however, was 
the forward step in the direction of a graded course of 
instruction. 

The Rev. Theodore E. Schmauk, who was to become 
the promoter and “Father of the Lutheran Graded 
Series,” offered the following resolution which was 
adopted: 

“Resolved, That the General Council Sunday School 
Committee prepare and the Board of Publication pub- 
lish the following Sunday School apparatus, the same to 
be ready for use by Advent, 1896: 


LUTHERAN GRADED SERIES OF S. S. MATERIAL 23 


“1. A two years’ series of Biblical History Lesson 
Quarterlies for the scholars. 

“2. A two years’ series of Biblical Lesson Helps for 
the teacher. 

“3. A Calendar of Lessons from Scripture extending 
over a period of one year and divided into quarters. 

“4, A two years’ course of Quarterly Scripture Les- 
son Helps for the teacher. 

“5. A Lesson Quarterly, containing a three months’ 
course of lessons, questions, and explanations, for schol- 
We 

“6. A cheap paper edition of Luther’s Catechism, to 
be distributed to Sunday School scholars, and sold to 
schools at the lowest possible price. 

“7, A one year calendar of Continuous Scripture 
Readings for the use of classes that are to read extended 
parts or books of the Bible.” 

At the same convention, the following motion was also 
adopted: 

“Resolved, That the Board of Publication, acting on 
advice of the Sunday School Committee, be authorized 
to publish or secure a fit series of pictures, illustrating 
Old and New Testament History and also, in chart form, 
the Ten Commandments, the Apostles Creed, and the 
Lord’s Prayer for use in our Sunday Schools.” 

At the convention in 1897, held at Erie, Pa., the com- 
mittee could report that, in the main, most of the resolu- 
tions adopted at the previous convention, had been car- 
ried out. In carrying out resolutions Numbers One and 
Two of the previous convention, biblical History Quar- 
terlies were announced to appear in Advent 1897. The 
Calendar suggested in resolution Number Three was not 
published. The Scripture Lesson Quarterlies recom- 
mended in resolutions Numbers Four and Five appeared 
in Advent in 1896. The cheap edition of the Catechism 
urged in resolution Number Six was published. Resolu- 
tion Number Seven was not carried out. Wall charts 
were prepared but not the pictures provided for in the 
special resolution offered at the preceding convention. 


24 LUTHERAN GRADED SERIES OF S. S. MATERIAL 


At this convention the future work of the Committee 
on Sunday School work took the form of the following 
two resolutions: 

“T. Resolved, That the Committee on Sunday School 
Work be hereby instructed to continue the preparation, 
and the Publication Board the publication of the follow- 
ing Sunday School apparatus: 

“1. The primary apparatus including wall charts, the 
Sunbeams, and the lessons for the Teachers and the Lit- 
tle Ones in Teachers’ Scripture Quarterlies. ; 

“2. The Intermediate Apparatus, including ‘Bible 
Story.’ 

“3. The present Scripture Lesson Quarterlies for 
Teachers and for Scholars of the higher departments. 

“4, The cheap edition of Luther’s Catechism. 

“TI. Resolved, That the committee be authorized to 
prepare, or purchase after consultation with the Board, 
and the Publication Board be instructed to publish the 
additional apparatus: 

“1. A series of large chart pictures illustrating Old 
and New Testament History, for the primary depart- 
ment. 

“2. A continuation of the graded series of text-books 
at the rate of one volume each year. 

“3. Such other Sunday School literature (e. g. a 
Teachers’ Normal Course Manual, a paper for parents, 
papers for Intermediate, Advanced or Senior depart- 
ment) as in the judgment of the committee will prove 
useful to the work, and in the judgment of the Publica- 
tion Board will prove financially justifiable. 

“4. Resolved, That the committee have authority to 
make such changes in all new editions of its apparatus 
as it may deem advisable.” 

The report of the Sunday School Committee to the 
convention held in 1899 was very voluminous and con- 
tains a brief history of the development of the Sunday 
School literature of the General Council from 1868 to 
1899. The Committee reported great progress in the 
development of the Lutheran Graded Series. It could 


LUTHERAN GRADED SERIES OF S. S. MATERIAL 25 


report the following as being on the market: Teachers’ 
and Scholars’ “Scripture Lesson Quarterlies”’; annual 
teachers’ bound commentary; “Bible Story,” in bound 
and in quarterly forms; both teachers’ and scholars’ edi- 
tions and Sunbeams, a lesson paper for primary depart- 
ment. It announced the early appearance of Bible 
Geography. It reports: 

“With the appearance of Bible Geography which is for 
use in either Sunday, parochial or secular schools, and 
should command a more ready sale than any of the text- 
books thus far issued, the Intermediate and Senior De- 
partments of our schools will be fairly well provided with ' 
means for instruction.”’ 

The committee was able to report that the total issue 
of the Lutheran Graded Series to date exceeded 100,000 
copies annually. The growth in the use of the Series is 
seen in the report that, in 1896, three thousand copies 
were in use; in January, 1897, thirty thousand copies; 
and in September, 1899, ninety thousand copies. The 
committee predicted that by Advent there would be 100,- 
000 copies in use annually. 

The committee reported that, although its chief em- 
barrassment had been in the preparation of the Primary 
materials, by the Fall of 1900, it would be able to offer 
Kindergarten lessons for smaller Primary children. 

The committee recommended to the convention the 
continued preparation of: (a) a complete Sunday School 
System; (b) a common schedule of Lutheran Sunday 
School lessons; (c) a General Council standing commit- 
tee on education. 

The Minutes of 1899 carry a two page advertisement 
of the Lutheran Graded Series, which virtually forms a 
part of the report of the committee. It is of value to see 
the entire scheme in perspective as it appears in the ad- 
vertisement: 

The General Council Sunday School system of Grading 
and Instruction. 


26 LUTHERAN GRADED SERIES OF S. S. MATERIAL 


Primary. 
1. Kindergarten Division. (To 5 or 6 years of age). 
2. Children’s Division. (6 to 8 years of age). 
8. Junior Division. (8 to 10 years of age). 
Intermediate. 
Bible Story Grade. (Average age of 11). 
E. Bible History Grade. (Average age of 12). 
D. Bible Geography Grade. (Average age of 18). 
C. Bible Biography Grade. (Average age of 14). 
B 
A 


ie 


. Bible Teachings Grade. (Average age of 15). 
. Bible Literature Grade. (Average age of 16). 
Senior. 
1. Scripture Lesson Division. 
2. Normal Training Division. 
3. Missionary Teachers’ Division. 
_ 4. Permanent Adult Division. Bible Classes. Scrip- 
ture Classes. , 

In connection with the above announcement there ap- 
pear several paragraphs indicating some of the ideals 
held by the promoters of the course. Four of the para- 
graphs are especially worthy of notice: 

“Notice that in this system there is a steady progress 
not only in grade, but in method, corresponding to the 
different periods of development in the child-mind.” 

“When the Lutheran Church is ready for Parish Edu- 
cation, an arrangement can be presented interlinking the 
work of the parish school, the Public School, and the 
Sunday School.” 

“This system expects every child to attend catecheti- 
cal instruction when a certain grade is reached, and that 
not more than a year after confirmation the classes are 
to be readjusted. Those scholars who are sufficiently 
gifted to become a part of the teaching forces of the 
schools should be put either into the Normal or Mission- 
ary class at this period before the enthusiasm and the 
devotion at this time of Confirmation has worn away.” 

“Both the age of Confirmation and the pupil’s stage 
of advancement, differ greatly in different localities. 
When persons are confirmed at the age of fourteen, the 


LUTHERAN GRADED SERIES OF S. S. MATERIAL 2d 


age of Bible Story would be 9. In general, the age from 
9 to 11 may be set down for Bible Story; from 10 to 12 
for Bible History; from 11 to 18 for Bible Geography; 
and from 14 to 16 for Bible Literature.” 

In its report to the convention held in Lima, Ohio, in 
1901, the committee took occasion to criticize the Inter- 
national Lesson System, not so much on the ground of its 
content or assignments, as on the comments that appear 
in connection with it in the general periodicals, includ- 
ing the Sunday School Times. The report referred to 
the “poison of rationalism” contained in some of the 
comments on the International Lessons. During the 
biennium there appeared the two volumes “Bible Geog- 
raphy,” and “Bible Biography.” The committee an- 
nounced the early appearance of both “Bible Teachings” 
and “Bible Literature.” The committee recommended 
the publishing of a volume to be known as “Bible Read- 
ings” to go between “Bible Story,” and “Bible History,” 
which had been found to be a transition too big for the 
pupils. 

In 1903 at the convention held in Norristown, Pa., the 
committee was able to report that many congregations 
were changing from ungraded work to the Lutheran 
Graded materials. The committee spoke of its series as 
“the most complete apparatus for religious education in 
the American parish school that has appeared in the 
English or any other language.” 

It announced that, with Advent, would appear “In 
Wonderland,” “In Workland,” and “In Pictureland’’; 
and, that, at an early date, would appear the books for 
pre-Sunday School age “In Mother’s Arms,” and “At 
Mother’s Knee.” 

In this report the committee took occasion to criticize 
the ‘Harper Movement of Religious Education,” and 
recorded itself as “entirely out of sympathy with this 
movement.” 

Again, in 1905, the committee was able to report con- 
tinued adoption of the Graded Series. The report states 
that “the minutes of the Ministerium of Pennsy!vania 


28 LUTHERAN GRADED SERIES OF S. S. MATERIAL 


show that seventy schools adopted the Graded System 
during 1904 and 1905.” 

At this time, a resolution was adopted, bearing on the 
work of the committee: 

“Resolved, That the committee be authorized to pre- 
pare, and in conjunction with the Board of Publication 
to issue a Common System of Lutheran Lessons for the 
Primary Department.” 

No special actions were taken on Sunday School work 
at the convention of 1907, but the following from the re- 
port of the Board of Publication indicates the success of 
the series: 

“The Graded System is no longer a question, but an 
actual fact demonstrated by indisputable proof. As we 
look back to the beginning of the Graded Sunday School 
Series, and think of the gradual development and publi- 
cation of that system as it now stands before us as an 
almost completed whole, we are amazed what has been 
accomplished. While it has to a large extent revolution- 
ized the mode of instruction in our Sunday Schools, it 
has also Christianized and centralized the application of 
the truth taught. To the editor, the Rev. Theodore E. 
Schmauk, D.D., and his associates, our Sunday Schools 
owe a lasting debt of gratitude for the greatest achieve- 
ment in modern Sunday School work and the Board of 
Publication hereby records its unstinted laudation.” 

No special actions were taken on Sunday Schcol work 
at the convention in 1909. 

In 1911, the committee could report that the volume 
“In Mother’s Arms” had appeared. 

“The committee,” states the report, “has more con-. 
fidence than ever in the Graded System as a true solution 
of the teaching and training problem of our school work, 
and has some reason to believe that the Lutheran Church 
in this country as a whole is coming more and more to 
our conviction. 'The committee realizes that our teach- 
ing apparatus is susceptible of making improvements, 
and changes are being made continuously and gradually 
toward the stage of perfection. During the last year 


LUTHERAN GRADED SERIES OF S. S. MATERIAL as 


‘Bible Literature,’ which is in reality a college text- 
book, has given way to the more simple, teachable and 
. Biblical ‘Bible Outlines.’ ‘Bible Outlines,’ though as 
yet it has been issued only in quarterly form has proved 
to be one of the most teachable and popular of the graded 
text-books. Provision will also be made for questions, 
for examination of the various grades.” 

In 1913, the committee recommended to the General 
Council that a ‘‘Normal Quarterly” be inaugurated to 
begin with Advent 1913. At the same convention co- 
operation with other Lutheran bodies in the production 
of a joint system of lessons, was discussed. The com- 
mittee continues to report high appraisal of the Graded 
System being received from many quarters. 

The year 1915 marked the twentieth anniversary of 
the inauguration of the Graded System. The report of 
the Board of Publication gave a great deal of space to 
reviewing the history of the growth of the system. 

The committee on Sunday School work reported that 
revisions had been made on certain of the graded texts; 
and that, in June, 1914, the Teacher Training Quarterly 
had appeared. 

In recognition of the twentieth anniversary of the 
Graded System the following resolution was adopted: 

“Resolved, That in view of the fact that the Lutheran 
Graded Series has entered upon its twentieth year of use 
in the General Council we would respectfully call atten- 
tion of the Church to the fact of its wide and extensive 
use, aS it is brought out in the report of the Board of 
Publication, and also emphasizes its constructive influ- 
ence in the present general trend toward better and more 
thorough religious instruction for the youth of the 
Church, and would respectfully suggest efforts on the 
part of our pastors and all our schools to introduce the 
Graded System in all its parts with a view to improve 
and make entirely uniform the instruction in the schools 
of the Church by the universal use of the system in our 
own General Council schools.”’ 

With the approach of the year 1917, we come t. the 


30 LUTHERAN GRADED SERIES OF S. S. MATERIAL 


period during which the movement for the unification of 
the General Council, the General Synod, and the United 
Synod in the South was in progress. The General Synod 
was using the International Uniform and the Interna- 
tional Graded Lessons. The United Synod in the South, 
which did not publish Sunday School materials inde- 
pendently, was dependent upon the publications of the 
other two general bodies. Both the International lesson 
publications of the General Synod and the Graded Sys- 
tem of the General Council were used by the Sunday 
Schools of the United Synod in the South. 

Preliminary to the merger of the three general bodies, 
committees were at work laying the foundations for the 
merger; and, naturally, the Sunday School interests were 
taken into account. With these facts in mind, the fol- 
lowing from the report of the Sunday School Committee 
of the General Council to the convention held in 1917, 
will be appreciated: 

“We would recommend that the General Council de- 
clare its conviction that the underlying principles of the 
Church Year as embodied in our present system of les- — 
sons should be adhered to in any common system and 
that the various grades should be retained in their es- 
sential features. 

“We also express our satisfaction in knowing that the 
Joint Committee dealing with the merger of the three 
synods aims to secure if possible and improve our ex- 
isting Lutheran system as the series of lessons to be of- 
fered as the literature to be used in the proposed United 
Lutheran Church of America.” 

For the literature of the Sunday Schools of the United 
Lutheran Church, the co-operating committee laid down 
the following principles and agreements for the pro- 
eedure in the United Church: 

“ ... It was unanimously agreed that we proceed to 
develop a ‘common Beginners’ Course,’ on the basis of the 
General Council Primary System. 

“In the development of this entire Common Graded 
System, it was unanimously declared to be the purpose 


LUTHERAN GRADED SERIES OF S. 8. MATERIAL 31 


to construct a Common Lutheran Graded System for the 
use of the Lutheran bodies co-operating, which shall be 
founded on and express the spirit and principle of the 
Lutheran faith. 

“Wonderland and Workland were accepted as the basis 
for the elaboration of similar grades in the Common 
System, which it is understood include the Sand-Table 
as essential to the Workland grade. 

“The relation of the Lutheran principle of Baptismal 
Regeneration to the method of instruction was agreed to 
as essential to be recognized in the method of instruction. 
In this connection the fact that instruction does not be- 
gin at the Wonderland age was recognized. 

“As a general outline of Departments for the entire 
Graded System the following were agreed upon: (1) Lit- 
tle Ones; (2) Boys and Girls; (3) Young People; (4) 
Men and Women. 

“In the developing of the system care is to be taken if 
it is found possible to take into consideration the needs of 
week-day culture courses. The relation of such courses 
to the regular work of the school is at least to be defined. 

“It was resolved that until the graded lessons for the 
young people are determined the question of lessons for 
men and women shall be left open. 

“It was unanimously agreed that the year of the new 
common series of lessons shall begin with Advent.”’ 

With the merger of the three large bodies into the 
United Lutheran Church, the Graded Series of the Gen- 
eral Council was adopted as a portion of the authorized 
Sunday School Lesson System of the United Lutheran 
Church. 


SUMMARY. 


I. Growing Recognition of the Sunday School. While, 
owing to its traditional method of catechization, the Lu- 
theran Church was somewhat slow to adopt the Sunday 
School as an agency of religious education, we find a 
growing recognition of the Sunday School as the ac- 


32 LUTHERAN GRADED SERIES OF 8. S. MATERIAL 


cepted institution for religious education. In the Minutes 
of 1880 we find the following comment: “‘The Sunday 
School has become one of the main agencies by whicn re- 
ligious instruction is imparted to the children of the 
Church, by the Church.” This has been a gradually 
growing recognition which has continued to develop as 
the viewpoint of the Church. 

Il. Historical Development of Types of Publication. 
The development of types of publications in religious 
education in the Lutheran Church conforms to the de-- 
velopment in the entire field of religious education. We 
find Question Books in use in the earlier periods and 
their commendation as late as 1884, when the “Questions 
on the Epistles for the Church Year,” by Rev. E. Green- 
wald was recommended to the Sunday Schools. Lesson 
Leaves appeared in 1877. Lesson aids, to appear in the 
Church weeklies were proposed in 1875. The Church 
depended upon the lesson leaves until the appearance of 
the graded text-books in 1897. 

Ill. Historical Development of Types of Content Ma- 
terials. The early question book of Dr. E. Greenwald 
was based upon the pericopes of the Church Year con- 
sisting chiefly of selections from the Gospels and the 
Epistles. The early lesson leaves followed the same 
plan. In 1880 selections from the Old Testament and 
the Book of Acts were added to the curriculum. Litur- 
gical materials also were added about the same time. 
The addition of prophetical and poetical materials to the 
curriculum was recommended in 1893. The Graded 
Series with a much wider curriculum was begun in 1896. 

IV. Historical Development of the Graded Idea. An 
early evidence of the appearance of the graded idea is 
seen in the report of 1880, which states that a book is in 
press entitled “Lessons for Primary Sunday School 
Classes and for Infant Schools.” In 1886 the committee 
was instructed to report on a graded system of instruc- 
tion for Sunday Schools. In 1888 this committee made 
an extensive report with a complete graded course out- 
lined. No immediate action was taken and the matter 


LUTHERAN GRADED SERIES OF 8. 8. MATERIAL 33 


was again called up in 1893. In 1895, the resolution of 
Dr. Theodore EK. Schmauk called for immediate entrance 
upon the development and publication of a complete 
graded system. From this event the Lutheran Graded 
Series took its present form. 

The texts of the series appeared in the following or- 
der: Bible Story, 1897; Bible History, 1898; Bible Geog- 
raphy, 1899; Bible Biography, 1901; Bible Teachings, 
1902; Bible Literature, 1903; In Wonderland, In Work- 
land, In Pictureland, 1904; Bible Readings, 1905; Bible 
Facts and Scenes, 1906; In Mother’s Arms, 1910; Bible 
Outlines, 1912. 

Bible Geography and Bible Literature are not at pres- 
ent in the authorized curriculum of the Sunday Schools. 

V. The Emergence of Other Principles. 

1. Denominational Consciousness. Throughout the 
development of the Sunday School and its curriculum in 
the Lutheran Church, due recognition has been made of 
the necessity of loyalty to the principles and history of 
the Church. In 1869 a resolution called attention to the 
lack of Sunday School literature “‘at once true to our 
Church and her history, and profitable to our youth.” 
In 1917, this viewpoint is recognized in the words: (a 
common Lutheran graded system).... “‘which shall be 
founded on and express the spirit and principle of the 
Lutheran faith.” 

The emphasis on denominational consciousness ap- 
pears also in two negative expressions; one, the opposi- 
tion to the International Lessons; and the other, the ob- 
jection to the Harper Movement in Religious Education 
which has resulted in the Chicago Constructive Studies 
issued by the University of Chicago Press. The objec- 
tion to the International Lessons was not so much to the 
Biblical assignment as to comments that appear upon 
them. If Lutheran teachers use the International Les- 
sons, they may come in contact with undesirable com- 
mentary material. 

The Lutheran principle of baptismal regeneration of 
children was no doubt implied in all literature issued by 


B4 LUTHERAN GRADED SERIES OF S. S. MATERIAL 


tle Church but it emerges definitely when in 1917 it was 
announced that this viewpoint “was agreed to as essen- 
tial to be recognized in the method of instruction.”’ 

2. The Church Year. By the action taken in 1875 
the selections of the Bible to be the basis of the Lesson 
Leaves were to be those that would illustrate the Gospels 
of the Church Year. The Question Books of the Rev. EK. 
Greenwald, previously in use were built upon the same 
principles. Action in conformity with this principle was 
taken in 1917; ‘‘We would recommend that the General 
Council declare its conviction that the underlying prin- 
ciples of the Church Year as embodied in our present 
system of lessons should be adhered to in any common 
system.....” 

In the meeting of the committees, looking forward to 
the merger of the Lutheran bodies, the principle agreed 
to was “that the year of the new common series of les- 
sons shall begin with Advent.” 

3. The Principle of Correlation. This principle was 
announced in 1899 in the words: ‘‘When the Lutheran 
Church is ready for Parish education, an arrangement 
can be presented interlinking the work of the Parish 
School, the Public School, and the Sunday School.” 

The same principle is again considered in the action of 
1917: “In the developing of the system care is to be taken 
if it is found possible to take into consideration the needs 
of week-day culture courses. The relation of such 
course to the regular work of the school is at least to be 
defined.” | 

4. Recognition of Individual and Social Differences. 
This principle is recognized in the statement made in the 
words: “Both the age of Confirmation and the pupil’s 
stage of advancement differ greatly in different locali- 
ties.” Suggestions are then made for the adjustment of 
the Lutheran Graded Series to these differences. 

5. The Practice of Catechization and Confirmation. 
The Lutheran Church has always followed this method 
and practice. As a principle recognized in the Lutheran 
Graded Series, it is stated in 1899: “This system expects 


LUTHERAN GRADED SERIES OF S. S. MATERIAL 35 


every child to attend catechetical instruction when a cer- 
tain grade is reached, and that not more than a year after 
confirmation the classes are to be readjusted.” 

6. Provision for Teacher Training. The recognition 
of teacher training as a part of a complete Sunday 
School system, was stated in 1899: “Those scholars who 
are sufficiently gifted to become a part of the teaching 
forces of the schools should be put either into the normal 
or missionary class at this period.....” 


E. THEOLOGICAL VIEWS OF THE LUTHERAN CHURCH EX- 
PRESSED IN THE LUTHERAN GRADED SERIES. 


The Lutheran Church has always placed great empha- 
sis upon doctrinal statements and theological concepts. 
It has been frequently said that it is a Church of theo- 
logians. The preaching of the Church is of a distinctly 
doctrinal character. Expository preaching is advocated. 
It is quite logical that this characteristic of the Church, 
finds expression in its Sunday School materials. 

The approaches in creating, selecting and organizing 
the curriculum materials in the past have been largely 
Biblical and theological, approaches from the materials 
rather than an approach from the pupil. The attempt 
has been made to make the materials suit the child, but 
the materials have been determined somewhat inde- 
pendently of the nature of the child. 

In this section we aim to point out some of the out- 
standing Lutheran doctrines as found in the Lutheran 
Graded Series. It is not the intention to deal with all 
the theological concepts of the Church but only with the 
more important ones. 

God. Throughout the entire series emphasis is placed 
upon the pupil’s knowledge of God and his response to the 
Father. Distinctive teachings of the nature of God ap- 
pear in several places. In Workland, Volume 24, No. 8, 
Lesson 27, the teacher is directed to teach the pupil the 
“relationship between Father, Son, and Holy Ghost, be- 
fore all worlds. Three in one..... That God the Father 


36 LUTHERAN GRADED SERIES OF S. S. MATERIAL 


creates and preserves, God the Son has redeemed, and 
God the Holy Spirit regenerates and sanctifies the 
world.” (Page 132). 

The stated aim of Lesson 22, Pictureland, Vol. 18, No. 
2, is: “to realize that the Holy Ghost works in the Church 
through the Means of Grace. That He leads all who are 
willing to the Saviour, and always sustains such in their 
Christian faith and life.”. (Page 118). 

A special attribute of God is brought out in the aim of > 
Lesson No. 33, Pictureland, Vol. 18, No. 3, in the words: 
“to emphasize that while God is omnipresent, He is 
especially near to His people when they need Him most.” 

The doctrine of God with emphasis on the Trinity is 
brought out in Chapter I of “‘Bible Teachings.” In this 
‘text which is intended for pupils fifteen years of age, the 
doctrines of the Church are organized in a systematic 
way. The text is in the nature of a treatment of the- 
ology for the laymen. 

The Bible. The Lutheran Church stresses the Bible 
as the Word of God and as a means of Grace. This em- 
phasis is seen in the fact that\all the bound-book units of 
the Lutheran Graded Series contain the term “Bible” in 
their titles: “Bible Story,” “Bible History,” etc. 

The Lutheran Church places great emphasis upon the 
Bible as the source of authority. The units of the series 
can be said to be largely Biblical in character. There is 
little extra-Biblical or even quasi-Biblical (Crawford) 
material in the Series. The materials are chosen from 
the Bible. The paramount aim is so to adapt the ma- 
terials from the Bible as to give the child a fund of 
knowledge of the Scriptures. 

A Lutheran conception of the Bible is brought out in 
the aim of Lesson No. 49, Pictureland, Vol. 18, No. 4: 
“to realize that the Bible is the Word of God; and that, 
in the Day of Judgment, all things except the Words of 
God will pass away.” (Page 258). 

The central place of the Bible is also seen in “Bible 
Readings” where many of the lessons are introduzed with 


LUTHERAN GRADED SERIES OF S. S. MATERIAL 37 
a Bible chart giving the pupil information that will aid 
him in the use of the Bible. 

Chapter XXI in “Bible Teachings,” which is entitled 
“The Bible is the Word of God,” is devoted to a discus- 
sion of the nature of the Bible. ‘‘The Bible is the Word 
of God. It is not a book of human devising, but was 
written ‘by inspiration of God.’ It not only contains 
God’s Word, but itis His Word. It is an inspired Book.”’ 
(Page 81). 

A similar viewpoint is expressed in “Bible Outlines” 
in the words: “The Bible is God’s Word which He in- 
spired holy men to set down in writing, that we, and all 
ages, might know Jesus Christ and be saved..... The 
Bible is God’s Word recorded in history. God sent His 
Word gradually, during the many centuries in which He 
was preparing for the coming of the Saviour.” (Page 1). 

What has already been quoted from units in the Series 
about the Bible implies its inspiration, but a further 
word will bring this view out more clearly: ‘The Inspi- 
ration of the Bible-—This unity is due to the Holy Spirit 
Who moved the prophets and Apostles and holy men of 
God to write and Who filled every part of the Scripture 
with the saving truth of God.” (Bible Outlines, Page 5). 

Jesus Christ. With the first text of the Series, em- 
phasis of the life and work of Jesus begins. In Wonder- 
land (Vol. 28) twenty-six of the fifty-two lessons deal 
with Jesus as Lord. In Wonderland (Vol. 24) twenty- 
two of the fifty-two deal with Jesus. Workland (Vol. 
23), designed for children six and seven years of age, 
deals with the parables and miracles of Jesus in nineteen 
of the lessons. of the first half year. 

The fact that theological interpretation of Jesus ap- 
pears early in the instruction of the Lutheran pupil is 
suggested in the aim of Lesson 2, Pictureland, (Vol. 19, 
No. 1): “to realize and present the lowly coming of the 
glorious Christ-child into our world which did not seem 
to have a place for him, and to cause us to realize the 
sacrifice he made in becoming incarnate.....’ Page 16). 

Jesus as the Lord of men and also their Saviour is as- 


38 LUTHERAN GRADED SERIES OF S. S. MATERIAL 


sumed throughout the text entitled “Bible Facts and 
Scenes,” although its chief emphasis is upon the geo- 
graphical aspects of the Holy Land. “Our Saviour’ is 
the common title applied to Jesus throughout the text. 
(Page 45-46). 

A full treatment of the nature of Jesus from the theo- 
logical standpoint appears in eight chapters in “Bible 
Teachings.” The core of the treatment is contained in 
the words: “When the fulness of time came, God sent the - 
Saviour whom He had promised. That Saviour is Jesus * 
Christ, the only begotten Son of God, who became man, 
and lived and suffered and died on earth that He might 
redeem us from our sins.” (Page 23). | 

The Holy Spirit. The doctrine of the Holy Spirit is 
taught in “Bible Story,” Lesson 26, “The Outpouring of 
the Holy Ghost.”’ The lesson to be learned that day is, 
“We should thank God for having given us His Holy 
Spirit in our Baptism.” 

In connection with Lesson No. 20, in “Bible History,” 
entitled “The Holy Spirit Descends, and the Church is 
Founded,” the pupil is taught that portion of the Cate- 
chism which deals with the work of the Holy Spirit as 
expressed in the words: “I believe that I cannot by my 
own reason or strength believe in Jesus Christ, my Lord. 
or come to Him, but the Holy Ghost has called me through 
the Gospel, enlightened me by His gifts, and sanctified 
and preserved me in the true faith.” (Page 78). 

From the theologica! aspect, the whole doctrine of the 
Holy Spirit is discussed in “‘Bible Teachings,” Chapter 
XIV, under the title “The Holy Spirit and the New Birth 
which He Produces in Man.” | 

“The Holy Spirit, or the Holy Ghost,” says the writer, 
“is the third person of the Holy Trinity. He proceeds 
from the Father and the Son, ‘and with the Father and 
Son together is worshipped and glorified.’ He is true 
God as well as the Father and the Son, and equal to them 
in glory and majesty.” (Page 49). 

The Doctrine of Sin. Lutheran theology stresses the 
doctrine of original sin. “Original sin has corrupted the 


LUTHERAN GRADED SERIES OF §S. S. MATERIAL 39 


entire nature of man impairing his powers of body and 
soul.” (Lutheran Cyclopedia, page 357). This theolo- 
gical viewpoint finds expression in the Lutheran Graded 
Series constantly by implication and frequently in ex- 
pressed form. Only an occasional reference will be 
cited to substantiate this fact. 

“To realize that the one great thing we need is to have 
the sin taken out of the heart’ is stated as the aim of 
Lesson No. 7. “Pictureland,” Vol. 18, No. 1. This is 
designed for children eight and nine years of age. 

In “Bible Readings” (11 year old pupils) in Lesson 
No. III, “The Hard Way” is impressed upon pupils in the 


texts: “The way of the transgressors is hard.” (Prov. 
13:15) ; and “Be sure your sin will find you out.” (Num- 
bers 32:23). 


In this same text, ‘Bible Readings,” “The Fall of 
Adam” is taught in the lesson panel. 

In “Bible Biography”’ the entrance of sin into the race 
is described in the words: “But the stage of innocency 
soon passed away. Satan entered Eden in the form of a 
serpent and beguiled Eve into a violation of the one 
command which God had given, telling her that by par- 
taking of the fruit of the Tree of Knowledge, their eyes 
would be opened, they could discern between good and 
evil—in short they should be as gods.....” (Page 101). 

The teaching of the doctrine of original sin is pre- 
sented in “Bible Teachings” in the words: ‘God wrote 
His law in man’s heart at creation as part of the image of 
God. But this original knowledge became more and 
more obscured after the Fall into Sin.” (Page 11). 

Baptism. The Lutheran doctrine of baptism, with 
the emphasis upon infant baptism, is the Lutheran solu- 
tion of the sinful nature of the child. The Lutheran 
Church emphasizes baptismal regeneration. It is cus- 
tomary for the Lutheran theologian in his “plan of sal- 
vation” to place regeneration before conversion in the 
case of children baptized in infancy; but he places re- 
generation after conversion in the case of adults not bap- 
tized in infancy. It would be expected that the normal 


40 LUTHERAN GRADED SERIES OF S. S. MATERIAL 


treatment of this entire matter in a Lutheran scheme of 
religious nurture would be to baptize the child in in- 
fancy; to keep him informed of this fact throughout his 
early life; and then, after a course of instruction to ad- 
mit him to Church membership through the rite of con- 
firmation. At this time the child assumes for himself 
the obligations assumed for him by his parents at his 
baptism. 

“In Mother’s Arms,” the first text-book in the Lu- 
theran Graded Series, is designed for the home. It de- 
votes considerable attention to Infant Baptism. ‘“Pre- 
liminary III’ is entitled “Appeal to Parents for Bap- 
tism.” In this section of the book we read: “But you 
know that we all are children of disobedience, and that 
God sent His only begotten Son into the world to give 
Himself a ransom for our sins. It is as important as 
life itself that your child should be a partaker of that 
ransom. It becomes such through Baptism, which is ‘a 
gracious water of life and a washing of regeneration,’ as 
St. Paul says to Titus: ‘According to his mercy he saved 
us, by the washing of regeneration, and renewing of the 
Holy Ghost.’” (Page 41). 

The pupil using “Bible History” is taught a portion of 
the Catechism bearing on Baptism in the words: ‘‘Bap- 
tism is not simply water but it is the water compre- 
hended in God’s command, and connected with God’s 
Word.” (Page 18). 

In “Bible Teachings” an entire chapter is devoted to 
the subject of baptism. In this chapter the following 
topics are discussed: What is baptism; what baptism 
does; why necessary; the mode of baptism; the meaning 
of the word; how the apostles baptized; how Jesus was 
baptized; children to be baptized; children need bap- 
tism ; faith necessary ; baptism permanent; and confirma- 
tion. : 

The accepted Lutheran view of the nature of the child 
is expressed in the formula for the “Baptism of Infants.” 
It says: “From the Word of God we learn that all men 
are conceived and born in sin. and so are under the wrath 


LUTHERAN GRADED SERIES OF 8S. S. MATERIAL Al 


of God and would be lost forever, had not Jesus Christ 
come into the world to save sinners. This child is also 
by nature sinful and under the wrath of God: but Christ 
in bearing the sins of the world hath also redeemed this 
child.” (Ministerial Acts. Page 16). 

Another viewpoint of the child from the Lutheran 
standpoint is expressed in these words: “A little child is 
neither moral or immoral. He is the creature of his in- 
stincts. His actions are neither good nor bad; they are 
simply natural. Morality begins when he can will his 
actions and when he first sees a difference between a 
better and a worse way and chooses one or the other.” 
(Weigle: The Pupil and the Teacher. Lutheran Teacher 
Training Standard Course Text. Page 89). 

It seems that the first statement quoted above pre- 
sents a view different from that of the second statement. 
The former quotation is from a theological viewpoint; 
the latter is from a psychological and educational view- 
point. It seems difficult to harmonize the two view- 
points. The former represents the official attitude of 
the Church as expressed in its liturgies or forms of 
ministerial acts. The latter is a statement in an offici- 
ally adopted Teacher Training text-book. 

The official attitude of the Church as expressed in the 
liturgy prevails throughout the Lutheran Graded Series. 
The latter statement, that from the Teacher-training 
text-book, was published long after the inception of the 
Lutheran Graded Series. Although the official attitude 
of the Church has not changed in the meantime, much 
teacher training material is affected by the newer con- 
cepts of the child as contained in modern psychology and 
pedagogy. 

Regeneration. While this theological concept is im- 
plied in much of the material in the Lutheran Graded 
Series, it receives its best treatment in “Bible Teach- 
ings,” Chapter XV, entitled: ‘How the Holy Spirit con- 
verts men or brings them to faith.” Conversion is 
treated as follows in that chapter: “Regarded from the 
divine side the change which takes place in man when 


42 LUTHERAN GRADED SERIES OF S. S. MATERIAL 


he is brought to faith is called the new birth or regenera 
tion, because it is the implanting of a new spiritual life 
in him by the Holy Spirit. Regarded from the human 
side, the change is called conversion, because it is a con- 
verting or turning away of man from sin and self to 
righteousness and God.” (Page 53). 

Atonement. The doctrine of the atonement begins to 
find expression in Pictureland (8-9 year old pupils) when 
the aim for Lesson No. 2 in Vol. 18, No. 1, is stated: “To 
have the children realize that God has sent a lamb to be 
offered for our sins.” (Page 10). 

Similar lesson aims in ‘‘Pictureland” are the follow- 
ing: 

“To realize that the death of Christ was in accordance 
with the Scriptures, and was the atonement for the sin 
of the world.” (Vol. 18, No. 2, Lesson No. 18, page 97). 

“To realize that Jesus Christ, Who was lifted on the 
cross, will take away our sin, both its poison and its 
penalty, if we look trustfully to Him.” (Vol. 18, No. 3, 
Lesson No. 38, page 203). 

“To realize the sacrifice that the dear Lord Jesus made 
in giving up His life that we might be saved.” (Vol. 19, 
No. 2, Lesson No. 20, page 130). 

“Bible Readings” (11 year old pupils) teaches the mes- 
sage of the atonement by quoting as a memory verse I 
Peter 1:18-19: “Ye know that ye were not redeemed with 
corruptible things, but with the precious blood of Christ, 
as of a lamb without blemish and without spot.” (Page 
69). 

“Bible History” (12 year old pupils) offers the mes- 
sage of the atonement by giving as the lesson from the 
Catechism for the day, the following: ‘Who has re- 
deemed me....in order that I might be His, live under 
Him and in His Kingdom, and serve Him in everlasting 
righteousness, innocence, and blessedness; even as He is 
risen from the dead and lives and reigns to all eternity. 
This is most certainly true.” (Page 46). 

Again, the doctrine of the atonement is discussed in a 
formal way in “Bible Teachings” (15 year old pupils) in 


LUTHERAN GRADED SERIES OF S. S. MATERIAL 43 


chapter XI, entitled: “The Significance of the Christ’s 
Sufferings and Death,’”’ from which we take the follow- 
ing paragraph: “The death of Jesus was not intended 
simply to show us how much God loved us, or how much 
He hates sin. It was not meant to be merely an example 
of the patience which we should exercise in suffering, or 
to show us how nobly and gloriously a man may and 
should meet even an unjust death. It does do these 
things. But it does much more. Its chief significance 
lies in the fact that it was an atonement for our sins. 
He offered Himself as a sacrifice for our guilt, and thus 
satisfied the demands of God’s justice.” (Page 39). 

Justification by Faith. This doctrine was the ‘‘ma- 
terial principle’ of the Lutheran Reformation. Luther 
called it “‘the doctrine of a standing or a falling Church.” 
In the Lutheran Graded Series it finds its best expression 
in “Bible Teachings,” in the words: ‘In order that we 
may be saved, we must first be pronounced by God to be 
righteous and fit to enter into heaven. This is expressed 
in the Bible by the word ‘justify.’ To be justified means 
to be pronounced righteous. We are justified by faith. 
For by faith we take hold of and cling to Christ and pre- 
sent Him before God as our substitute who has done for 
us all that needs to be done to make us righteous. If we 
believe in Him, then through Him we have met the 
strictest demands of God’s justice, and when God looks 
on, He beholds not our own guilt and unrighteousness 
but the righteousness of Christ which we have put on by 
faith.” (Page 63). 

The Lord’s Supper. The Lutheran Church designates 
as Means of Grace the Bible (The Word of God) and the 
two sacraments (Baptism and the Lord’s Supper). Hav- 
ing treated of the Bible and the rite of Baptism, we will 
now touch upon the Lord’s Supper as it is treated in the 
Lutheran Graded Series. 

In Workland (6 and 7 year old pupils) the teacher is 
directed to teach the children the following about the 
Lord’s Supper: “(1) That our Lord made a supper for 
people’s souls, just as mother prepares meals for our 


44 LUTHERAN GRADED SERIES OF S. S. MATERIAL 


bodies; (2) that what we receive in that supper is His 
own life, His body and blood; (8) that it is through His 
sufferings and death that our sins are forgiven and we 
are strengthened to eternal life; (4) that after we are 
confirmed we should always go regularly to the Supper 
in which our Lord gives Himself.” (Vol. 23. No. 2. 
Lesson No. XVI. Page 79). 

In Bible Readings (11 year old pupils) the Lord’s Sup- 
per is treated in Lesson XVIII in the lesson chart panel | 
and also in the text of the lesson and the memory text 
of the day. (Page 69). 

Chapter XV of “Bible History’ (12 year old pupils) 
deals with this theme under the title “The Saviour insti- 
tutes the Lord’s Supper and comforts the Disciples.” In 
this day’s lesson a portion of Luther’s Catechism dealing 
with this sacrament is also given. 

The formal discussion of this topic appears in Bible 
Teachings, in Chapter XXIII, which is entitled ‘“‘The 
Lord’s Supper.” The Lutheran doctrine is here stated 
in these words: “In, with and under the bread and 
wine, which are used in the Lord’s Supper, Christ. gives 
the communicant His body and blood.” (Page 92). 

Prayer. From the earliest days of the pupil’s entrance 
upon the Lutheran Graded Series (Wonderland for 4 and 
5 year old pupils) prayer is emphasized. The children 
are taught simple prayers and finally the Lord’s Prayer. 

The aim of Lesson No. XXXII in Pictureland (Vol. 
18, No. 3) is: “To emphasize that God answers prayer, 
and that courtesy, kindly consideration and godly fear 
bring comfort, much favor, and great reward.” (Page 
174). 

The Lord’s Prayer, with explanations as given in Lu- 
ther’s Catechism, appears in Bible History. 

A chapter is devoted to “Prayer” in Bible Teachings. 
“Prayer is as necessary for the life of the soul as breath- 
ing is for that of the body. The prayerless man is not 
and cannot be a Christian. If we live near God, we must 
commune with Him. There are many things which we 
have to tell Him and ask Him as our best Friend. We 


LUTHERAN GRADED SERIES OF S. S. MATERIAL 45 


need to thank Him for the many mercies which He be- 
stows upon us daily, to beseech Him to forgive and wash 
away our sins, to give us strength to love and serve Him, 
to watch over us and guard us, and to give us His Holy 
Spirit to strengthen and keep us in the faith.” (Page 
133) 

The Christian Life and Good Works. The literature 
of the Lutheran Graded Series emphasizes the living of 
a Christian life and the necessity of ‘“‘good works” as the 
result of faith. In the early units of the Series the chil- 
dren are taught the common Christian virtues. 

An aim for one lesson in Pictureland is stated: “‘To 
realize that being a Christian is not only to be helped, 
but to leave all other things at once, when He calls you.” 
(Vol. 18, No. 1, Lesson 8. Page 41). 

‘“‘Aim.—To emphasize that gentleness and peaceable- 
ness bring happiness and blessing; but that pride and 
selfishness lead to disappointment and affliction.” (Pic- 
tureland, Vol. 18, No. 3, Lesson 30. Page 165). 

‘“‘Aim.—To realize that honesty, righteousness, and 
integrity are fruits of faith, and will bring most happy 
results.” (Pictureland, Vol. 18, No. 3, Lesson 34. Page 
184). 

Bible Teachings in Chapter XVIII, under the title ““The 
Holy Life of the Christian,” treats of the practical out- 
come of the Christian faith. “The Saviour demands a 
holy life of His disciples. They are to let their light 
shine before men, that their good works may be seen 
and their Father in heaven glorified.”” (Page 67). 

The Church. The Church as a modern institution 
functioning in modern society receives very little atten- 
tion in the Lutheran Graded Series. The New Testa- 
- ment record of the founding of the Church is treated in 
Bible History in Chapter XX, under the title “The Holy 
Spirit Descends and the Church is founded.” 

The formal treatment of the subject of the Church as 
an institution is found in Bible Teachings Chapter XX, 
“The Christian Church.” The general subject is treated 
under the topics: What the Church is; The Invisible 


46 LUTHERAN GRADED SERIES OF 8. S. MATERIAL 


Church; In What Sense Visible? on Earth and in 
Heaven; But One Church; Other Names; Christ and the 
Church; Believers United with Christ; United with One 
Another; Its Work; Its Tools; Its Workman, their Rank 
and Their Duty. 

The Church Year. One of the accepted usages of the 
Lutheran Church is the practice of observing the Church 
Year. This is not binding upon congregations but much 
of the literature is produced with this principle in mind. | 
If in their maturity the members of the Church are to 
follow this system in their religious observances and life, 
it would seem that this usage should be taken into ac- 
count in the Sunday School lesson materials. Most of 
the Sunday Schools of all denominations observe as 
“special days’ the more prominent “festivals” of the 
Church Year, such as Christmas and Easter. For a 
liturgical Church, like the Lutheran, however, more ob- 
servances in the Sunday School would be anticipated, if 
the children of the Sunday School are to be trained for 
membership in the Church. 

The present Lutheran Graded Series is to a consider- 
able extent, based on the idea of the Church Year. Each 
unit-text, of the present Series begins with New Testa- 
ment materials rather than with Old .Testament ma- 
terials. This is for the reason that the text-books are 
to be used in a cycle which begins on the first Sunday in 
’ Advent; beyond this fact of starting the lessons of each 
text on the first Sunday in Advent, there seems to be 
little adherence to the Church Year system. 

Bible Readings (11 year old pupils) in Lessons I, II 
and III, treats of the Church Year in the lesson panel 
chart. 

Bible Teachings (15 year old pupils) gives a para- 
graph treatment of the Church Year in the chapter on 
“Duties of the Lord’s Day.” It says: “There is a Church 
Year as well as a civil year. The Church Year com- 
memorates the great facts of the Gospel and of our re- 
demption by the Lord Jesus Christ. Each Sunday in the 
year has its own particular name, which is given in all 


LUTHERAN GRADED SERIES OF 8S. S. MATERIAL 47 


Church almanacs and in some others. The Church Year 
begins on the fourth Sunday before Christmas and falls 
into two great divisions. The first half, reaching from 
the first Sunday in Advent to Trinity Sunday contains 
all the great festivals of the Christian Church. The 
second half beginning on the first Sunday after Trinity, 
contains no festivals except the distinctively Lutheran 
festival of the Reformation on October 31st.” (Page 
201). 

The arrangements of lessons in Bible Outlines (16 year 
old pupils) is explained in these words: “The Old Testa- 
ment precedes the New. The New Testament, however, 
fulfills and lights up the Old. It presents Christ most 
clearly and lies nearer to our Christian life. On this ac- 
count, and because its study is proper during the festival 
season of the Church Year, we begin with the books of 
the New Testament.” (Page 7). 


701 Hast Northern St. 





LUTHERAN GRADED SERIES OF S. S. MATERIALS 49 


PART II. 


A DESCRIPTIVE AND CRITICAL STUDY OF THE LUTHERAN 
GRADED SERIES. 


Part II of this study aims (1) to describe and criticize 
the individual units of the Lutheran Graded Series; (2) 
to apply a score card to each unit; and (3) to evaluate 
the memory work of each unit. 

A uniform plan is followed in dealing with each unit. 
The following outline forms the basis for the treatment 
of each unit under item (1). Not every feature of the fol- 
lowing outline is discussed in connection with each unit. 
The major categories are applied to all units. The minor 
categories are applied only to such units to which they 
are applicable. ; 


OUTLINE FOR THE TREATMENT OF EACH UNIT FROM THE 
DESCRIPTIVE AND CRITICAL STANDPOINT. 


Introduction. 

I. Aims of the unit. General aims. Specific aims. 

II. Structure of the text. Church year. 

III. Structure of the lesson or chapter. 

IV. Subject matter. Themes. Biblical, extra-Bibli- 
cal, quasi-Biblical materials. Types of Biblical mater- 
ials. Proportion of books of the Bible. Catechetical ma- 
terials. Social service materials. Missionary materials. 

The above materials meeting the needs of the individ- 
ual, Church, and society. The individual needs will in- 
clude Christian choice, Church membership, life-work 
decision, and modes of expressing the Christian life. 
Art materials. Pictorial illustrations. 

V. Memory materials in the unit. 

VI. Worship materials: hymns, songs, prayers, lit- 
urgies. 

VII. Treatment of the materials. Story-telling, 
sand-table, dramatization, pageantry, topics, questions, 


50 LUTHERAN GRADED SERIES OF S. S. MATERIALS 


problems. projects. Activities. Hand-work with re- 
ligious significance. . 

VI. Pedagogical provisions to aid the learner. 

VII. Pedagogical provisions to aid the teacher. 

VIII. Concluding remarks. 


IN MOTHER’S ARMS. 
Ages: Birth to 2 Yrs. 


“ “In Mother’s Arms’ is the first book in the Lutheran 
Graded Series of Religious Instruction for the children 
of the Christian Church, and is therefore at the founda- 
tion of the whole series.” (Preface). 

Aims of the Unit.—This unit is designed primarily for 
mothers, but it also aims to include ‘directions to pas- 
tors, churches, schools and teachers of this department.” 

In further explanation of the purpose of this text the 
Preface states: “The church must begin with the new 
birth, and it is here making the hitherto untrodden at- 
tempt to train and teach the child commencing with the 
cradle and continuing to the grave....... 

“This book is for Mothers, who through their children 
become connected with the training school of the Church, 
but in order that the plan to teach and retain the mothers 
may be thoroughly understood and properly executed, the 
first portions of the book are for pastors, teachers, con- 
gregations, and schools, as well as the general reader.” 

These aims are commendable. 

Structure of the text.—In view of the fact that this is 
a text for parents and other adults and not a text for the 
use of children, it must be evaluated along lines different 
from those followed in the succeeding studies of individ- 
ual units in the Series. 

The text opens with three “preliminaries.” These are 
in the form of “appeals” to (1) the pastor, the superin- 
tendent, church council, primary officers, and people of 
the Church; (2) to teachers; (3) to parents. This lat- 
ter emphasizes the importance of infant baptism. 


LUTHERAN GRADED SERIES OF S. S. MATERIALS 51 


The three “appeals” are followed by ten chapters which 
form the main section of the text. 

The content of the text is more comprehensive than the 
title would indicate. It would seem better to divide the 
materials into more than one text and in this form suply 
it to those for whom intended. 

If all the present material is to be retained, a broader 
title would cover the contents better. In this event, the 
present ‘‘preliminaries”’ could become chapters of one sec- 
tion and thus bring about a more unified arrangement of 
the text materials. 

Structure of the chapters.—The later units in this ser- 
ies will be treated in this section as lessons or chapters 
for the pupils. Here it will be possible only to suggest 
the structure of the chapters of this book for parents in 
the light of the purpose of this text. Various methods 
are followed in the preliminary appeals and in the chap- 
ters. In some cases questions are asked and answers 
given—this is after a catechetical method to inform par- 
ents and teachers of the purpose of the entire Lutheran 
Graded Series. A portion of the book is devoted to a 
description of the texts of the Series. Another section 
makes suggestions for the enrolling of children in the 
Church school. 

Both the organization of the chapters and the text as 
a whole, is somewhat haphazard. There is an abundance 
of titles, and section headings in the texts, many of which 
are indefinite. 

Subject matter.—It has already been suggested what 
the subject matter of this unit is. It covers a wide field 
touching upon the nature of the child, the Church’s view- 
point of the child, methods of teaching, suggestions or 
organization and supervision of the children’s depart- 
ment of the Sunday School. 

It seems as though the field is too broad for one text. 
As already suggested, it would be better for the organiza- 
tion materials not inteded for parents—for whom this 
text is primarily designed—would meet the need better in 
separate pamphlets. 


52 LUTHERAN GRADED SERIES OF S. 8S. MATERIALS 


While the text deals with psychological factors in the 
child’s nature, there is so little as to be of doubtful 
value. We believe that a more consistently developed 
book for parents and teachers would be of greater value. 
(For a statement of what such a text should cover, see 
the section in the constructive part of this study). 

Considerable material in this text is of a theological 
character, stressing the place of infant baptism in the 
child’s religious nurture. This is quite in harmony with | 
the standpoint of the Church. A simpler, less diffused 
study and presentation of this material would meet the 
purpose far better. 

While the text contains much of the teachings of the 
Church in reference to the child, the Biblical references 
in this unit are the briefest of any text in the Series. 
Only 43 Old Testament verses are referred to, and 65 New 
Testament verses. A larger Biblical background is rep- 
resented in the materials of the text than is indicated by 
these references. (See Chart No. 1. Page 54.) 

The text abounds in pictorial illustrations, having 
seventeen full page cuts and seven small cuts. These 
pictures are chiefly of mother and child, and many of 
them are Madonna pictures by world famous artists. 
The mechanical make-up of this unit is both substantial 
and beautiful. 

This unit carries a baptismal certicate and the book 
forms a fine memento of the child’s admission into Church 
membership through infant baptism. 

Memory and Worship materials.—Succeeding dtudies 
in this section will deal with the memory and worship 
materials in each unit, but the text carries none of this 
material. A section in this unit deals with lullabies, but 
the treatment is very brief, suggesting only titles, but 
giving no extended songs or references to music. The 
text states the theory of the value of song in the baby’s 
life, but no practical materials are offered. 

Pedagogical Provisions to aid the pupil and teacher.— 
In succeeding essays in this section, dealing with the de- 
scription and criticism of the units of the series, the 


LUTHERAN GRADED SERIES OF S. S. MATERIALS 53 


methods in which the basic materials of the unit are 
treated will be discussed and also the provision for the 
pupil and the teacher. These subjects can not be dis- 
cussed in reference to this unit. 

Concluding remarks.—This unit is an attempt in the 
right direction, in that it seeks to aid parents in the care 
and training of the child of pre-school age. Much better 
materials have appeared since this volume was issued. 

The contents of this volume are issued in eleven pamph- 
lets, three preliminary appeals and eight booklets for 
mothers. The eight booklets could well bear the title 
“In Mother’s Arms,” but it is doubtful whether the three 
preliminary statements should be included in this gen- 
eral title. Two distinct purposes are served by the dif- 
ferent pamphlets. 

The general concept represented by “In Mother’s 
Arms” is good, but it lacks in the consistent treatment of 
any one phase of child life, and in practical and concrete 
materials for the use of parents. 

(Charts.—Accompanying each essay on the units, there 
is a chart indicating the Biblical sources of the materials 
in the lessons. These charts show the number of verses 
which form the basic material for the lesson treatment. 
The verses are shown as to their Old Testament and New 
Testament sources by books). 


54 LUTHERAN GRADED SERIES OF S. S. MATERIALS 
CHART NO. 1. 


BIBLICAL SOURCES OF LESSONS IN THE LUTHERAN GRADED 
SERIES. 


Unit: In Mother’s Arms. Birth to 2 years of age. 


OLD TESTAMENT 43 VERSES NEW TESTAMENT 65 VERSES 


Psalmist sul wide secede 1G Matthies iey ss een eee ities 16 
DPS ATID eats ole octia iets ia te PRIN EN id eeppieien mers cy Ay a4 10 
Tea aR Rpm NT UR s ae Ui iarehOTL On skic gous dei aatenada eet 8 
Proverbsur need oes ba AMUACTS i Ran eit eer een eaaee 6 
CIONCSISK Cake tee eialele aces Sie Tike pavetis sedeteteteheahs "hse ee 
TEROGUS wire eieiaiase) cues PANES Oye) ave gery dg: sk eh a ee 5) 
Deuteronomy hic ioe Le ROMANS Wer ae ck aes see 4 
SJ OT Hecae hanced rca, tL LOO es) ha te xe crete ee he .3 
DOLL OL OO tern alan. bi Gals eaeiet ay ute et mule aan 2 
Daniel ira a anon Lo Peterckis a basen nates 2 

1B EM Wb cata eras anne we, & 1 

HEED ac ulee oe ame nar ee eee 1 

PACU Sie ah Sd, ea oe 1 

TJ ohn sia Wee ee 1 


THE APPLICATION OF THE SCORE CARD. 


In recent scientific progress there has developed a ten- 
dency to measure, evaluate, and score the various °a- 
tures of any field of endeavor. Especially has there been 
great advance in the measurement of the educational 
achievements and the intellectual growth of pupils. Also, 
there have been efforts to measure the materials of the 
curriculum. 

It is our purpose to apply the score card method to 
the various unit texts of the Lutheran Graded Series. 

The score card used in this study was produced under 
the leadership of Professor George Herbert Betts, Ph.D., 
of the Department of Religious Education, Northwest- 
ern University, Evanston, Ill. This particular score 


LUTHERAN GRADED SERIES OF S. 8S. MATERIALS 55 


card of curriculum materials grew out of the earlier ef- 
forts of the Inter-Church World Movement and the In- 
‘ternational Lesson Committee, although departing ma- 
terially from their form. According to Professor 
‘Luther A. Weigle, The International Lesson Committee 
score card was based largely upon the Inter-Church World 
Movement Score Card and no originality is claimed for 
it by Dr. Weigle. The Inter-Church World Movement 
score card appears in the third volume of “The Indiana 
Survey of Religious Education.” | 

The general factors to be measured in curriculum ma- 
terials are the mechanical features of the text, the liter- 
ary technique, the content, the pedagogical aids for the 
learner, and the pedagogical aids for the teacher. These 
major factors cover all the essential features of a satis- 
factory text-book or an entire curriculum. 

In the score card used in this study, 1000 points are 
allowed on all features combined. Of this number, 100 
points are assigned to mechanical features; 150 to liter- 
ary technique; 400 to content; 200 to pedagogical pro- 
visions to aid the learner; and 150 to pedagogical pro- 
visions to aid the teacher. It is believed that the content 
is the most important part of the curriculum materials, 
and hence it is assigned the highest number of no'nts. 
The aids for the pupil rank next in importance bezause 
the pupil depends so largely upon the text-book for 
guidance. The literary technique and the provisions to 
aid the teacher are assigned equal points. The mechan- 
‘ical features, though important, are less important than 
the other features, and hence are assigned 100 points. 

These scores are distributed among features subsid- 
lary to the general factors named above. 

That certain weakness inheres in this method and in 
the score card is conceded. The scoring of any material 
by this method is largely subjective, sinre the scores rep- 
resent the opinion or judgment of the one scoring the ma- - 
terials. It might be advanced that the scores assigned 
in the score card as the highest possible ratings are 
purely arbitrary. But the various values assigned as 


56 LUTHERAN GRADED SERIES OF S. S. MATERIALS 


the highest possible scores for any feature are based on 
the concensus of opinion of a group of students that the 
scores represent the relative importance of the various 
features of the score card. 

The value of the score card would be increased if a 
large number of individuals would score the materials 
and the median score found. 

The points of strength of the score card method fol- 
lowed in this study are: it aims at objectivity in the evalu- 
ation of curriculum materials; it suggests the features of 
curriculum materials upon which judgment should be 
passed. The method is not purely subjective because 
when used by students of religious education, the scores 
represent the judgment cf trained individuals. The chief 
value of the score card lies not in the exactness of the 
numerical values allowed, but in the comparative values 
assigned to each feature of the curriculum, and in the 
comparative values allowed to the various texts of a 
single series, or the texts of different series. 


IN MOTHER’S ARMS. 
Ages: Birth to 2 Years. 


Since this text is designed for the use of parents in the 
home, rather than for the use of teachers and pupils in 
the Sunday School, it cannot be evaluated readily on the 
basis of the score card used in this study. There are 
many features in the score card which do not apply to a 
text of this character. It seems unfair to subject this 
text to the present score card and unfair to the score card 
to apply it to this text. Yet an attempt has been made 
to score “In Mother’s Arms” on the basis of this schedule 
and thus preserve the unity of the entire series of the 
study. 

I. Mechanical Features.—(1) On the general pleasing 
effect of the type, word spacing and leading, 29 points out 
of 30 are allowed this feature. (2) The general ar- 
rangement and attractiveness of the page is scored 14 
points out of 15. (8) Nine out of 10 points are allowed 


LUTHERAN GRADED SERIES OF S. S. MATERIALS 57 


on organization of the page because of the use of different 
types and clear indications of the change of subject. (4) 
Fourteen points out of 15 are allowed on pictorial illus- 
trations because the book carries 24 standard pictures. 
(5) The book is well bound, gilt edged, has good quality 
of paper, and all in all is a beautiful product. It is al- 
lowed 28 points out of 30. The total of the points on the 
five features is 94 out of a possible 100 points on mechan- 
ical features. 

II, Literary Technique.—(1) Since this book is in- 
tended for adults, it need not be scrutinized as closely as 
a text for children. In general, it is readable. The dic- 
tion of the text is good. It receives 65 points out of 75. 
(2) The style is a general prose style intended for 
adults, and receives 70 points out of 75. This makes 4 
total of 135 out of a possible 150 on literary technique. 

III. Content—(1) The text is allowed 100 points 
out of 150 for fitness of materials to meet needs of the 
individual. It aims to serve parents, teachers, and su- 
perintendents, and while it is very suggestive, it lacks 
concreteness and consistent development of many points. 
(2) Very little emphasis upon religion as a social force 
or factor is suggested in this text; hence we allow it 100 
points out of 150 points. (3) The text emphasizes the 
child as a member of the Church, and considerable eccles- 
iastical emphasis occurs in the book. We allow it 75 
points out of 100. This gives the text a total of 275 
points out of a possible 400 on content. 

IV. Pedagogical Provisions to aid the learner.—(1) 
The learner in this case is the parent rather than a 
Church School pupil. The text was organized on the 5a- 
sis of an aim which functions fairly well throughout the 
text, and thus we allow 35 points out of a possible 40 
points. (2) Both sufficient uniformity and variety play 
throughout the text in the treatment of the material to 
warrant a score of 35 out of 40 points. (3) Paragraph 
headings, suggestions, and outlines to aid the reader !ead 
us to give this feature 35 points out of 40. (4) The ma- 


58 LUTHERAN GRADED SERIES OF S. S. MATERIALS 


terial is sufficiently concrete to guide the parent in apply- 
ing it to the life of the child to warrant a grade of 30 out 
of a possible score of 40. (5) The text opens up many 
avenues for further study and investigation. For many 
parents the contents will be entirely new and enriching, 
hence we allow 30 points out of a possible 40. This gives 
a total of 165 points out of 200 points on provisions to aid 
the learner. 

V. Pedagogical Provisions to Aid the Teacher.—(1) — 
The parent is both learner and teacher, hence in this sec- 
tion we have in mind the parent as teacher as in the 
above section we had the parent in mind as learner. The 
text carries directions for the training of the child, and 
‘such helps as warrant giving 50 points out of a possible 
75. (2) The individual chapters carry outlines and di- 
vision captions that help in grasping the subject. But 
these are very meagre and leave much to be desired in the 
way of suggestive topics, or problems suitable for discus- 
sion and research. This leads us to give this feature 35 
points out of a possible 75 points. The total for this sec- 
tion of pedagogical aid for the teacher is 85 points out of 
a possible 150. The total for the entire text on all fea- 
tures is 754 points out of a possible 1000. 


LUTHERAN GRADED SERIES OF 8S. S. MATERIALS 59 


SCORE CARD EVALUATION.* 
UNIT: IN MOTHER’S ARMS. 


Age: Birth to Two Years. 


ae > FF 2 
a) = 0 = 
= UDO 8 ide 
: meh oO et oO 
. 2. : a. 
WeMUGHANIGAL PEA TURES Ps Heel er oe oor OK 100 94 
TTL VPN ada RU ee fave cikceie aioe ote 6 ale staha 30 20 
PIA CractivenessiOfypagwe «x's o's wes cies 15 14 
ze Organization or the: page.css2.50. 10 9 
Asseiuctorials iltstra tions! saver. sent 1S 14 
DerURht EVM OR LIT) IS) Oe Lec eae a's la alee in ee 30 28 
Prete eA! Er NIOU Bl ie eo a eee en 150 135 
tr, (General literary! :-merit)... 0.60) .002¢ 75 65 
2. Appropriateness of style to age of 
TLLPAIS AE AL EN eae oh eT ele wate adios eh 75 70 
VAS oy OREM! DAM Sa eae Nota) a ae i ee a Uo eA eis Ue SS SN 400 275 
1. Fitness of materials to meet needs 
centering primarily in the indi- 
eg he Whore a > ea Ure Sa) Ch ae ee od 150 100 
2. Fitness of materials to meet needs 
centering primarily in society...150 100 
3. Fitness of materials to meet needs 
centering primarily in the Church 100 
IV. PEDAGOGICAL PROVISIONS TO AID THE 
REE Be EO FC Gee eee NSE tacks rate Sale elves ch Sale sla BNE Sih alana e's 200 165 - 
I. Evidence of the functioning of 
BURP ETL 7h oats ince etate cr eS eres wine doe 40 35 
2. The proper use of various types or 
forms of lesson organization..... 40 35 
3. Provisions for controlling study... 40 35 
4. Provisions for insuring function- 
ing of instruction in daily life and 
GOO UCL OL IIOIIS: es vols tio scale eoai8 ae 40 30 
5. Provisions for enriching and ex- 
panding experience in ways 
opened up by the lesson but ex- 
HMLONCING DEVON It leeles soc c tee seus 
V. PEDAGOGICAL PROVISIONS TO AID THE 
ee ELH, yen er A Ole ra nah rns elena aie ales 150 85 
I. Teaching helps involved in the 
WHOLE Se, heen ts eee ets 75 50 
2. Teaching helps involved in the 
individual’ lesson 4s. eesti ek be 75 35 
BROLAL YS ured ovieinie eos oy eo WU Ries silo b NGS ate Oho b's % wreteie aay 1000 754 


*For complete score card used in this study see Betts: The Cur- 


riculum of Religious Education pp. 343-349. 


60 LUTHERAN GRADED SERIES OF S. S. MATERIALS 
WONDERLAND. 
Ages: 4-5 Years. 


“Wonderland” is the teacher’s quarterly in the Luth- 
eran Graded Series for the group comprising children of 
four and five years. This title is carried through two 
years and hence eight quarterlies cover the teacher’s ma- 
terial for this period. Accompanying Wonderland is a 
Children’s paper entitled “Sunbeams,” with lesson ma- 
terial and other features. 

Aims of the Unit.—In keeping with a general charac- 
teristic of the Series emphasis in this unit is placed upon 
Biblical knowledge and information. “The road to 
knowledge’ is one of the fundamental ideas of the course. 

“Wonderland” aims to give such information and 
knowledge as will emphasize the divine side of Christian- 
ity. An aim of this unit is revealed by the following 
statement of the Editor: ‘‘This is the time when a foun- 
dation for firm belief in the Divine and miraculous side 
of Christianity can be laid more effectively than can ever 
be the case later on.” (Catalogue 1915). 

An aim is also stated in the issue of December 1922, 
V OWE V NOM ence tee To make these stories a part 
of the religious life of those whom you have the privilege 
of giving some of their earliest lessons and ideas con- 
cerning God, Jesus, and the Bible. (Page 1). 

The aim quoted above from the catalogue of 1915 
stresses knowledge, while the aim stated in the catalogue 
of 1922 stresses the application of the material to life. 
This is a decided advance. The latter aim is more in 
keeping with modern religious pedagogy in that it 
stresses life as the objective of religious education and 
knowledge as a means of life. 

While children are interested in the mysterious, it is 
very doubtful whether the mysterious element in religion 
is the feature they should have at this time. Simnle 
stories of God’s love and goodness and of his Fatherly 
care are far better for them at this peried. The aim at 


LUTHERAN GRADED SERIES OF §S. S. MATERIALS 61 


this period should be to cultivate in them a trust in God’s 
care and love, and an appreciation of His world. 

Structure of the Text.—“Wonderland” as a unit covers 
two years, whereas beginning with ten year old pupils 
there is a unit for each year. Each year unit of Won- 
derland devotes one-half of the year to New Testament 
Lessons, and one-half to Old Testament Lessons. This 
is in keeping with a general principle of the entire series, 
that it should be constructed around the principle of the 
Church Year. This principle involves beginning the les- 
sons for any year with the First Sunday in Advent, 
which occurs in the early part of December. Hence, the 
early lessons will prepare for the Christmas season and 
follow the events in the life of Christ through the first 
half of the year. The second half of the year emphasizes 
the application of Christian principles to life. The 
Church Year has been described as stressing during its 

, first half “Christ for Us,” and during the second half, 
“Christ in Us.” The adaptation of this principle to the 
Lutheran Graded Series is by means of using New Tes- 
tament materials during the first half of the year, and 
Old Testament materials during the second half. This 
principle is followed in the two-year section of the unit 
of Wonderland. 

In the “Message to the Teacher,” in Volume XXIII, No. 
2, the editor writes: “It has been our aim to select lessons 
which are appropriate to the season of the Church Year 
which this quarter covers. We believe the spirit of the 
season should develop the entire lesson hour as much as 
possible. It would be a mistake, we take it, to depart 
widely from the lesson theme to try to impress upon the 
children the full significance of the seasons of the Church 
Year.” (Page 1). 

The observance of the Christian or Church Year has 
value if properly used. Pratt writes: “The ‘Christian 
Year,’ with its great emotional seasons and sacred days 
for recollection and contemplation, is the expression given 
by the Christian Church to the rythmic needs of the hu- 
man heart.” (The Religious Consciousness, Page 166). 


62 LUTHERAN GRADED SERIES OF §S. S. MATERIALS 


The adaptation of the materials in Wonderland to the 
Church Year is only partial. If the principle is to be 
followed the materials should be more consistently 
adapted to the Church Year. 

The Structure of the lesson.—Each lesson in this unit 
is constructive as follows: the wonder story; title with 
Scripture reference; picture illustrating the lesson; the 
golden text; a song; the teacher’s explanation of the 
story, with a title which varies from the general lesson. 
title; a prayer; song; pedagogical suggessions to teach- 
ers; an additional story or lesson; occasionally catechet- 
ical material; and closing questions on the first or won- 
der story of the day’s work. 

Such an arrangement of materials is too complicated 
for the child of this age. Too much material for one les- 
son is offered. Even though it may be assumed that the 
teacher will make such selection as is desirable and con- 
fine the study to a reasonable amount of material, it 
would be far better to confine the day’s materials to one 
theme or central idea and build the day’s lesson closely 
around this theme. The two stories provided in each 
day’s lesson are not related closely enough for a single 
day’s treatment. 

The questions bearing upon the first story appear in 
the printed lesson after the second story. It would seem 
more desirable to have these questions follow immedi- 
ately the first story. 

Subject matter.—The subject matter in Wonderland 
is drawn from two sources, the Bible and human experi- 
ence. The Biblical material is not given in the exact 
words of Scripture, but is rewritten in narrative form. 
According to Crawford’s classification it would be 
termed ‘Quasi-biblical’”—‘“biblical material treated in 
story form.” (Crawford: The Status and Evaluation of 
Extra-Biblical Material in the Curriculum of Religious 
_ Education in the United States.” Ph.D. Thesis. North- 
western University, 1922). 

The second story in each lesson in Wonderland belongs 
to what Crawford classifies as “Incidental,”—‘“material 


LUTHERAN GRADED SERIES OF 8. S. MATERIALS 63 


which, as the basis for a lesson, deals with subject mat- 
ter from every day affairs or incidents in life.’ (Craw- 
ford, Page 88). 

The Biblical material, ante yy is re-written, is chiefly 
in narrative form relating incidents one after another, 
rather than in story form with climaxes and conclusions. 
The materials lack the true elements of a story which ap- 
peal to children of this age. 

While the unit is offered as dealing with the miraculous 
and divine character of Christianity, more Biblical refer- 
ences are made to Old Testament content material than 
New Testament content material. From the O'd Te:ta- 
ment, more material is taken from Genesis than from any 
other source, while from the New Testament, Luke sup- 
plies the greatest amount of materials. Overemphasis 
on the contents of Genesis is seen in the selection of Bib- 
lical materials, as also an absence of material from the 
poetical books of the Bible. The material about Jesus 
selected particularly from the synoptic Gospels of Luke 
is commendable. (See Charts No. 2, Page 67; No. 3, 
Page 68). 

In the so-called ‘second story’ of several of the quar- 
terlies, the materials bear on the Lord’s Praver, the Ten 
Commandments, and the Apostles’ Creed. The Lutheran 
Church includes these three elements in its catechetical 
studies. From this standpoint it is significant that they 
are included so early in the Sunday School materials. 
They are presented in a form less formal than in the 
Catechism. This is commendable. The materials of 
the Lord’s Prayer and the Ten Commandments can be 
presented in simple form to the children of this age, but 
the Apostles’ Creed is pedagogically unsuited for this ave. 

The content lacks in materials dealing with the little 
child’s relations in the home, Sunday School. and com- 
munity. The emphasis in many places is theological and 
beyond the child’s grasp. 

A pictorial illustration accompanies every lesson. 
About fifty per cent come from the masters in art, and 
are very acceptable for the use to which they are put. 


64 LUTHERAN GRADED SERIES OF S. S. MATERIALS 


The other fifty per cent are from drawings and are less 
desirable. There is great contrast between some of the 
better pictures from the famous artists, and the cheaper 
drawings. Such a contrast could be avoided by ee Be- 
lection of a full set of desirable pictures. 

Memory materials.—Each lesson in the two year series 
of quarterlies contains a memory verse. In the memory 
verses, seventeen Old Testament Books are represented 
and eleven New Testament Books are quoted. Thirty- | 
eight verses are taken from the Old Testament and sixty- 
seven are taken from the New Testament, indicating the 
emphasis placed in this unit upon New Testament mater- 
ials. The synoptic Gospels of Matthew, Mark, Luke, the 
Psalms and the Book of Acts contribute more largely 
than any other books of the Bible to the memory work. 
Of the memory passages that appear most acceptable for 
this age, those selected from the Psalms rank highest in 
number. 

The memory passages appear about fifty per cent. ef- 
ficient for this age. (See later study of memory work). 
Among the more desirable passages are the following: 
“Ye are my friends.” (John 15:14); “I am the good 
Shepherd.” (John 10:11); and “Fear not for I am with 
thee.” (Isa. 43:5). 

Examples of poorer memory passages include the fol- 
lowing: “TI will let down the net.” (Luke 5:5); “This is 
that prophet.” (John 6:14); and “My cup runneth 
over.” (Psa. 23:5). 

Worship Materials.—The worship material consists of 
prayers and songs. Each lesson in Wonderland has a 
prayer as part of the day’s material. An average of 
eight prayers are to be memorized each quarter by the 
pupil. For the most part these prayers are adapted to 
the age capacity of the pupils. A few are overaged, and 
lack vital relation to the child’s life. 

Examples of the more desirable and usable prayers 
are the following: 

“Our dear Heavenly Father, take care of brother and 
sister and keep them safe forever. Amen.” 


LUTHERAN GRADED SERIES OF §S. S. MATERIALS 65 


“Heavenly Father, keep father and mother well and 
help me to obey them. Amen.” 


“We are little children , 

Weak and apt to stray, 

Saviour, guide and keep us, 
In the heavenly way.” 


These prayers are within the grasp of the child and 
also deal with situations which he can understand. 

Less desirable prayers in this unit are the following: 

“Bless in me, Lord, the truth I have heard and let me 
not from it depart. Amen.” 

This prayer is too abstract and the inverted arrange- 
ment is not commendable for children of this age group. 

In connection with each lesson in Wonderland, hymn 
material is supplied. There are always parts of two 
hymns, most frequently one verse of each, although oc- 
casionally there may be two verses from the same hymn. 
The various verses of the same hymn then follow in suc- 
ceeding lessons. It would be better if only one hymn 
were treated each day and that the consecutive verses of 
the same hymn be learned in order. 

No music is furnished in the quarterly. No references 
are given where the music for particular hymns may be 
found. The texts would be much more serviceable if the 
music were furnished or if direct reference to the hymn 
books of the Sunday School and Church were given to 
point the way to this music. A teacher reports to the 
writer that the hymns suggested in Wonderland are not 
used in his school because of the lack of references to the 
music and that the hymns of a music book collection are 
used instead. 

There is no order of service provided other than the 
general order of the service for this group given in the 
text units. 

The more commendable hymns include the following: 


“T think when I read that sweet story of old.” 
“Savior, teach me, day by day.” 
“God will take care of you all through the day.” 


66 LUTHERAN GRADED SERIES OF S. S. MATERIALS 


Less desirable is the following: 
“Hosanna, now through Advent.” 


This latter hymn is used in the opening of a year’s les- 
sons at the Advent season and carries out the idea of 
stressing the Church Year, but in the main it is over-aged 
for pupils of this group age. 

Treatment of materials.—The first or main story in 
each day’s lesson in Wonderland is rewritten Bibli- | 
cal material. It is given in narrative style without much 
attempt to produce climaxes and lacks in “‘pull” for chil- 
dren of this age. 

The material is prepared in the manner that it is to be 
presented to the child with little reconstruction on the 
part of the teacher. 

The second story in each day’s lesson is a character 
story taken from concrete human situations and well pre- 
sented. 

Pedagogical provisions to aid the pupil and teacher.— 
For the pupil, there accompanies Wonderland, a weekly 
four-page paper entitled “Sunbeams.” At this age the 
children do not directly use the printed literature, but it 
is read to them. Materials to make the lesson clear to 
them include: the story prepared for the teachers to give 
orally to the pupils, and the closing questions. 

Each quarterly issue of Wonderland is introduced with 
a letter or statement to teachers. This contains sugges- 
tions about the nature of the pupils of this age group, the 
materials of the quarterly and their presentation. These 
suggestions are good in so far as they go, but not suf- 
ficient material can be provided in such small space for 
the adequate guidance of teachers. The only other peda- 
gogical aids for the teacher are the questions bearing on 
the first story of the day’s work. 

Concluding Remarks.—Wonderland should be im- 
proved by the adoption of a plan of a single theme for 
the day, with all material correlated about this theme, 
including the prayers and hymns. These should be or- 
ganized into an order of service for the day. 


LUTHERAN GRADED SERIES OF S. S. MATERIALS 67 


A greater use of nature material would be effective in 
the moral and religious training of the children of this 
age. Likewise, extra-biblical material from human sit- 
uations, but related to the day’s lesson, should be intro- 
duced. 

Additional helps for the teachers in the way of topics, 
stories, projects, and suggestions for activity efforts 
should be offered. 


CHART NO. 2. 


BIBLICAL SOURCES OF LESSONS IN THE LUTHERAN GRADED 
SERIES. 


Unit: Wonderland. Vol. 23. 4 to 6 year old pupils. 


' VERSES 
OLD TESTAMENT 396 
NEW TESTAMENT 283 
OLD TESTAMENT: NEW TESTAMENT: 
CETICHIN fee) sey oie ois eee ZU UK Geary he eee eras 120 
AIS eA YeN TIS) SAA ee ee Ofer JON ss. Nett et 58 
TIOGA re ste ates e's os 0 AGENT ATEN eevee SPH aL UNG 52 
BSICITIGB SS oor cu cccteve ese: s PAS A EN lek OA bg hege Ps EN ee 26 
itt Nea Bee ere ee Pee TS CGV tah arentiaubretar et cil be tc 6 
VGTT Sia SR a a ian PAA ACTS ae Gi uyueiteaie toe abe 1 
POIGINIOS Leta eas aR Dili pianisey. csi een cars 1 
PI REVE Lees} 17. De COLSRISTSI tat cisy.veke a 1 
Hebrew ital niece 1 


68 LUTHERAN GRADED SERIES OF S. S. MATERIALS 
CHART NO. 3. 


BIBLICAL SOURCES OF LESSONS IN THE LUTHERAN GRADED 
SERIES. 


Unit: Wonderland. Vol. 24. 4 to 6 year old pupils. | 


VERSES — 
OLD TESTAMENT - 542 
NEW TESTAMENT 308 
OLD TESTAMENT: NEW TESTAMENT: 
BSS agri WEA SL ar OU EL he 144 + sToike: Te eee ae 119 
Genesis citi gan cores Ay omA Kol shah menue is ye aes en (42: 74 
Danielisii ae ce ce eee 8) A CLS ror. a pau eras 45 
Hxodusy ie Rey Cus ASe ML AtEROn hiro a eee 43 
J OVA osisiiee cee esr: A9 Mar Kate ee ee twee 21 
TERING Suen wiskere AZ oT ONT. aiticssta. cous eee ghos 
OSH Bae rie aleelies eles i 30), Colossians porn ees chee s 1 
RUT ELL co cases a eae fe ee ede Loose ths POLCT Ye (annie ciate eteeciags 1 
PERC HYON he an eateiets Vise ReVieic ities sen 1 
Proverbs ieee sie sie ; 2 
Numbers 's;7). sees 1 
[Isaiah ig.33 24 4tese seo 1 
Micah aid riy sie so 1 

WONDERLAND. 


Ages: 4-5 Years. 


“Wonderland” is the first unit in the Lutheran Graded 
Series designated for use in the Sunday School. 

I. Mechanical features.—(1) While the effect of the 
type used in this unit is not distasteful, it could be im- 
proved upon. Some old face type is used which could be 
supplanted with more modern faces. On this point the 
unit receives 20 points out of 30. (2) The page is not 


LUTHERAN GRADED SERIES OF S. S. MATERIALS 69 


as well arranged as it might be, the distribution of prose 
and poetry of headings and titles present a jumble at 
times. We allow 10 points out of a possible 15 points. 
(3) There is a use of a variety of types, but not always 
from the standpoint of emphasis. Occasionally two 
pages facing each other will be solid type, unbroken by 
title or black faced headings. On this feature we allow 
7 out of 10 points. (4) This unit carries a pictorial il- 
lustration with every lesson. This is commendable, but 
more use could be made of the works of the masters, 
rather than fanciful pictures. We allow 12 points out of 
15 points. (5) This unit appears in eight pamphlets 
for two years’ work. A permanent book for these two 
years, or two books for the two years, would be better. 
We allow 25 points out of 30 points on this feature. This 
gives a total of 82 points out of a possible 100 for mechan- 
ical features. 

II. Literary Technique—(1) The unit is designed 
for the teacher’s use, but the literary materials are de- 
signed for both pupil and teacher. In many cases ‘“‘pull’’ 
is lacking in the treatment of the lesson. We allow 50 
points out of 75 points. (2) No special method of attack 
is seen in the treatment of the lesson. Occasionally the 
material is over-aged. We allow 50 points out of 75 
points. This makes a total of 100 out of 150 points for 
literary technique. 

Content.—(1) The emphasis is on giving informa- 
tion, rather than on meeting the needs of the child. Lit- 
tle emphasis is placed upon the development of attitudes 
No worship material of a definite character to harmonize 
with the lesson themes, is given. We allow 75 out of 150 
points on this feature. (2) Little emphasis is placed 
upon social projects and opportunities. More emphasis 
is placed, however, on virtues that tell in social conduct, 
than on the basis of individual needs of God-conscious- 
ness; hence, we allow 90 out of 150 points. (38) The 
meaning of the Church with its great enterprises, is not 
developed in this unit. The material ought to begin to 
acquaint the child with the Church as the institution of 


70 LUTHERAN GRADED SERIES OF S. S. MATERIALS 


religion. This gives a total of 215 out of a possible 400 
points on content. , 

Pedagogical provisions to aid the learner.—(1) No 
consistent aim plays through either single year section of 
this unit or the two-year materials. The aims for both 
the unit as a whole, and the individual lessons are very in- 
definite. We allow 20 points out of a possible 40. (3) 
Only one form of lesson is used throughout the unit, 
which covers two years. No use is made of a variety of - 
forms of presentation or development. We allow 25 
points out of a possible 40 points. (38) No arrange- 
ments for assignment. Little direction for home study. 
No plan for awarding recognition. We allow 30 points 
out of a possible 40. (4) No suggestion for daily ap- 
plication. No directions for training in habit formation. 
We allow 20 points out of a possible 40 points. (5) 
Only the slightest reference is made to outside materials. 
Very little use of extra-Biblical materials. We allow 25 
points out of 40 points. The total of 120 out of 200 
points is allowed on pedagogical provisions to aid the 
learner. 

V. Pedagogical provisions to aid the teacher.—The 
introductory letter or page for teacher is the extent of 
direct material of pedagogical aid. Throughout the 
texts (eight quarterlies) these introductory pages point 
out the aim of the course and suggest the treatment of 
the lesson. They, however, are very meager. We allow 
50 out of a possible 75 points. (2) Very little in the 
way of suggestions for the teacher’s preparation of the 
lesson is given. No suggestions are made for the use of 
pictures that accompany the lessons. We allow 40 out 
of a possible 75 points on this feature. This allows a 
total of 90 out of a possible 150 points on pedagogical 
provisions to aid the teacher. 

The total allowed the unit on all features, is 607 points 
out of a possible 1000 points. 


LUTHERAN GRADED SERIES OF 8. S. MATERIALS 71 
SCORE CARD EVALUATION. 
UNIT: WONDERLAND. 


Age: 4-5 Years. 


Bs epee Ee ele 
vi oy vs o 
> 2 2 2 
& 4 sh @ 
= . = 
PI MECHANICALAZFEATURES@ Giada ited. it. 100 82 
PRO UUDCH EO are rove Bcd ve te oe wees 30 20 
2. Attractiveness of page ............ 15 10 
Sua Oreanizanon or the pages. .ccik | 10 7 
Me eictorialvilwstrations) oi toa su ee aod 15 12 
Bee EOLITE PAT ULCD IN CIN Pen crevice ite ais dees 30 25 
II. LITERARY TECHNIQUE bid sao soda eee 150 100 
fon faeneral. literary merit.) dias cae Hote 75 50 
2. Appropriateness of style to age of 
DUiLH. Wee RNs a eae ee meee es 75 50 
Prre GOIN ELON DG ota akon s ols) a cae ace ety Wddelkeleped tee g’ 400 215 
1. Fitness of material to meet needs 
centering in the individual ...... 150 75 
2. Fitness of material to meet needs 
centering primarily in the needs 
PETSOGICT Vt dhs or Phce eda we 150 90 
3. Fitness of material to meet needs 
centering primarily in the Church 100 
IV. PEDAGOGICAL PROVISIONS TO AID THE 
Dak AON TOR cna ate pad rAd eos le Yer s ld ba a Taras Dhale heed 200 120 
1. Evidence of the functioning of an 
RAO eT et eae te, Se 40 20 
2. The proper use of various types or 
~ POLTsrOL, OF Pa fliZationiwernn:. ass) 40 25 
3. Provision for controlling study ... 40 30 
4. Provision for insuring functioning 
of instruction in daily life and 
POMCUCEVOr tHe Pupils es as ee 40 20 
5. Provision for enriching and ex- 
panding experience in ways 
opened up by the lesson but ex- 
tending Devon ee. co eA ee 25 
V. PEDAGOGICAL PROVISIONS. TO ‘AID THE 
en CET TG eee eee ys ter ahh sy Sos) ae On 150 90 
1. Teaching helps involved in the or- 
ganization of the book as a whole 75 50 
2. Teaching helps involved in the in- 
Gividuallessonwmurceie wakes kes 75 40 


REAP EAA Eh sit eld gh iso BRT cae ae t Pte et Le os tlade wha aeeta's 1000 607 


72 LUTHERAN GRADED SERIES OF S. S. MATERIALS 
THE MEMORY MATERIALS IN THE LUTHERAN GRADED SERIES. 


Memorizing both Biblical and non-Biblical materials 
has been for a long time a part of religious education. 
There was a period in which memorization of materials 
was the outstanding factor in religious education. While 
that viewpoint is not prevalent at present, many curric- 
ulum plans include memory materials. These plans give 
largest place to Biblical materials, but occasionally in- 
clude hymns and catechetical materials. It is not our 
purpose to discuss at length the place of memory work 
in religious education; but it can briefly be stated that 
memory work is for the purpose of furnishing continuity 
to the stream of thought. Memory work also furnishes 
the mind with “gems of literature” for encouragement in 
the hours of trial, for strength in the hours of tempta- 
tion, and for “‘food for thought” in leisure moments. 

Memory materials should be selected from the Bible 
because of inherent beauty and religious value. An at- 
tempt is made to evaluate numerically the memory ma- 
terials in the Lutheran Graded Series. The memory ma- 
terial of each unit of the Series is presented in connection 
with the corresponding unit. Only one-half year of each 
unit js evaluated, believing this to be sufficient to indicate 
the character and quality of the material of this series. 

We are indebted to Mr. Z. B. Edworthy* for a scheme 
of evaluation, which we follow in part, but we adopt a 
different method of distributing grades than that fol- 
lowed by Mr. Edworthy. The following scale for rating 
memory material devised by the above gentleman appears 
in an unpublished thesis, and is used with his permis- 
sion—‘“‘An Evaluation of the Memory Materials for Ages 
four to eleven in the Christian Nurture Series,” (North- 
western, 1923). 


*Superintendent of Young People’s Work, Colorado Council of 
Religious Education, Denver, Colorado. 


LUTHERAN GRADED SERIES OF S. 8S. MATERIALS 73 


A RATING SCALE OR MEASURING DEVICE TO AID IN EVALU- 
ATING MATERIALS. 


Highest pos- 
sible rating. 
A. Content. 
1. Presence of concepts of religious value 30% 
a. Concepts which function in the immediate 
experience of the learner. 
b. Concepts which function in social relation- 
ships. 
C. Concepts which function in the development of effec- 
tive church membership. 
1. Adaptation of content to the psychological lim- 
itations, interests and capacities of the learner 
at the respective age level with which mater- 


ials are used. 30% 
B. Form. 
1. General literary merit. 15% 
a. Diction. 


b. Aesthetic quality. 
ce. Interest. 
d. Completeness of passage. 
2. General ntness of form to age level 25% 
a. Wording. 
b. Grammatical complexity. 
ec. Presentation, rythmic appeal, etc. 
d. Length of selection. 





Total 100% 


In evaluating the memory material in the Lutheran 
Graded Series we follow the plan of giving a grade for 
each of the major items in the above scheme. In the 
chart presented with each study of our individual text, 
the number in the left column refers to the corresponding 
number on the list of memory verses, which in turn re- 
fers to the lesson number of the particular unit. The 
numbers (Al, A2, B1, B2) in the columns in the charts 
correspond to the numbers in the above scheme. 


74 LUTHERAN GRADED SERIES OF S. S. MATERIALS 
EVALUATION OF BIBLICAL MEMORY WORK. 
Unit: Wonderland. Vol. 23. Ages: 4-5 Years. 
(Explanation: Al. Presence of concepts of religious 
value. A2. Adaptation of content to the psychological 


limitations of the learner. Bl. General literary work. 
B2. General fitness to age-level.) 


At A2 B1 B2 Total 


Score 30 30 I5 25 100 
Score COMMENT OR CRITICISM. 
Allowed 
No. I 10140) 12201752 Lacks functional value. 
2 15 Tas Teco: 72 No special functional aspect. 
3 20 AZO NT2 "i 20 eng? Lacks appeal for response. 
4 pL AP's ate ea Nees kiya sp Incomplete verse. Over-aged . 
5 FSfetOa 412 20 LS 7 Statement of fact only. 
6 FootOu tOReIG. (35 Lacks religious value. 
7 2EP 2O LOT Sh 7 Strong in appeal. 
8 AMIE tata Oe A good sentiment. Over-aged. 
9 £5, 10s t2 a LOULAy Incomplete. Over-aged. 
10 SOV VIS TOW LONG S Over-aged. Language difficult. 
II FOURNIO 101040 Lacks functional, religious value. 
12 HENNA Ue ta ein 4 No religious teaching. 
ia Bes) ita neko, £O Incomplete idea. 
14 TO CRIZU VEL bt ae Lacks religious value. 
15 BOGN2E BAT 2 2 EO Good religious value. 
16 Leila bh oleate y | Good appeal. 
17 1Or) 10) 2011 6 845 Too long. Over-aged. 
18 2072012020772 Brief. Good. appeal. 
IO gr e525 1 1220.02 Good teaching. Within age. 
20 Tote 158 100) 1077 10 Difficult word. Lacks function- 
al aspect. 
21 PO giel S abiOsn 1S nU0 Mere fact statement. Lacks 
functional aspect. 
Good appeal. Somewhat over- 
aged. 
23 1 C10" (75) 10 ee No religious value. 
24 CW AR Oras Mere fact statement. Little re- 
ligious value. 
25 See) Ge 10 aes Lacks religious value. .Incom- 


plete. 


LUTHERAN GRADED SERIES OF S. S. MATERIALS 75 


MEMORY WORK IN THE LUTHERAN SERIES. 


Unit: Wonderland. Vol. 23. 4 to 6 year old pupils. 


LESSON NO. REFERENCES LESSON NO. REFERENCES 
1 Zech: 9:9 14 Mark 14:8 
2 Luke 2:21 15 John 15:14 
= Luke 2:10 16 John 10:11 
4 John 3:16 17 Mark 11:9 
5 Luke 2:10 18 Matt. 26:41 
6 Matt.2:9 19 Matt. 27:48 
7 Iszetho, 20 Luke 23 :33 
8 Luke 2:49 21 Mark 16:6 
9 Matty 3 <17 22 Luke 24:29 

10 Luke 2:40 23 John 21:12 

11 MathLa 2 ine Luke 24:51 

12 Luke 5:5 25 I Peter 3:21, 22 

ss! John 6:14 

WORKLAND. 


Ages: 6-7 Years. 


“Workland” is the teacher’s quarterly for the group of 
children six and seven years of age. The material ap- 
pears in eight quarterlies for two years. Accompanying 
Workland is a children’s paper, entitled ‘‘Sunshine,” with 
lesson material and other features. 

Aims of the unit.—This unit receives its name from 
the fact that sand table work is introduced into the in- 
—structional methods. One aim of this method is ‘“‘to 
arouse the child to self-activity.” 

Aims of the unit are brought out in “A Message to 
the Teacher:” “You are giving your boys and girls les- 
sons in Church work. You are to teach these little ones 
to believe in God and you are to teach them to believe in 
Him with their whole heart and to prove their faith by 
giving service in love. 


76 LUTHERAN GRADED SERIES OF S. S. MATERIALS 


“You are to teach your children to trust in Him above 
all, to love Him, and to be very liberal in gifts and help- 
ful service. | 

“You are to impress upon them the fact that they are 
to fear God and because of that fear, do nothing that is 
wrong. ) 

“You are also to teach them to love God and because of 
that love to do everything they can which is right. 

“You are to show them how great happiness is found in 
God, and much joy in trusting in Him, both in the bright 
and the cloudy days.” (Workland, Vol. XXIV. No. 23). 

These aims could be stated more concretely and specif- 
ically. They are good in themselves, but are too general 
for the direction of the teacher. 

In Volume 23, No. 1, First Quarter, the lessons deal 
with miracles and parables. The main theme is “The 
Lord Jesus the Dispenser of Life.” ‘In this quarter, we 
aim to get the pupil to realize that Jesus Christ is the 
distributor of life—spiritual life, intellectual life, moral 
life, physical life—in other words, eternal life. And we 
teach the child how to come in contact with the Lord 
Jesus and to receive the benefits of the distribution.” 
This aim can not be realized with children of six and 
seven years of age. Its implications in simpler form, 
may be carried out, but as stated, the aim is above the 
age of pupils for whom it is intended. 

For Volume 23, No. 2, Second Quarter, the main theme 
is “The Sorrows of the Lord Jesus.” An aim is stated as 
“setting the pupils to enter sympathetically into the 
course of our Saviour’s life to the cross, and to joyfully 
participate in His final triumph.” 

This aim is beyond the grasp of children of the age 
group for which it it designed. It is doubtful whether 
the sorrows of Jesus should be a dominant theme of in- 
struction for children of six and seven years of age. 

The above will show that in many cases the aims of 
the course are beyond the grasp of the pupils, and also 
unrelated to the immediate religious needs of the children 
of six and seven years of age. 


LUTHERAN GRADED SERIES OF S. S. MATERIALS 17 


The third quarter has for its theme, “Our Boys and 
Girls at Home.” The aim is stated as that of “getting 
the boys and girls to see by example and by sympathy 
the necessity of an obedient piety toward all the dear 
ones at home, and of applying the same Golden Rule prin- 
ciples learned in the home, in the wider relationships of 
life.” 

This aim is within the grasp of pupils of this age- 
group, and also deals with concrete situations in which 
the child can carry over his instruction immediately into 
life, which is a fundamental principle of the curriculum. 

Structure of the text—“Workland” is a unit covering 
two years, in eight quarterly pamphlets. It follows the 
plans of “Wonderland” in devoting half the year to New 
Testament materials and half to Old Testament mater- 
ials, in conformity with the general principle that the 
texts should take account of the Church Year. 

In general, the structure of “Workland” follows the 
scheme of ‘“‘Wonderland’’, described in the previous sec- 
tion. 

Structure of the lesson.—The individual lessons in 
“Workland” are arranged after the following general 
plan: title; Scripture reference; two sub-titles; an illus- 
tration; a drawing for sand table directions; golden 
text; Scripture foundation (a collection of Biblical ref- 
erences upon which the lesson is built) ; ““what the schol- 
ars know’’; what the scholars are to be taught; prelimin- 
ary construction; title for story (this title varies from 
the first title given) ; the story; question work; story- 
questions and Bible questions from Sunshine. 

*‘Sunshine’’—the pupil’s weekly paper—carries the les- 
son title; Golden Text; brief story; lesson questions; and 
history questions. Answers are given with the ques- 
tions. 

The lesson plan lacks an order of service. There are 
no songs or prayers in the structure of the lesson. Too 
many diverse ideas are introduced, and the lesson is not 
organized around a central theme. Too much material is 
provided for the time allotted for study. The questions 


78 LUTHERAN GRADED SERIES OF §. S. MATERIALS 


are over-aged, and answers are supplied with them. It 
would be better to have simpler questions which awaken 
thought, than merely memorize answers to the printed 
questions. 

Subject matter.—The materials of ““Workland” are de- 
rived entirely from the Bible. There is no extra-Biblical 
material used. The Biblical material is recast into the 
form of conversation, using the essential steps in the Bib- 
lical narratives. The themes for this unit cover the mir- 
acles, parables of Jesus, and sorrows of the Lord Jesus, 
together with Old Testament narratives. 

The principle of the Church Year is violated in many 
instances, as for example, for Palm Sunday (Vol. XXIII, 
No. 2) the lesson theme is “Frees and Flowers—Made for 
us by God;” and for Easter Sunday, the theme is “‘Birds 
and Beasts—Made for us by God.” 

The materials associated with the “sorrows of Jesus” 
are over-aged and are of doubtful value for this age- 
group. The parable materials are more adaptable to 
this age than the miracles, although both alike are used. 

The human helpfulness of Jesus which would appeal to 
children of this age-group, is lacking, and the miraculous 
and mysterious are emphasized. 

Memory materials.—A memory verse appears in each 
day’s lesson. Thirteen books of the Old Testament and 
sixteen books of the New Testament are represented in 
the memory passages. From the Old Testament the 
Psalms and Proverbs make the largest contribution, while 
from the New Testament, Matthew, Luke and John con- 
tribute in excess of the other books. 

The more acceptable memory passages of this unit in- 
clude the following: 

“Be ye merciful.” (Luke 6:36) ; “He careth for you.” 
(I Peter 5:7); “God is love.” (I John 4:16). These 
passages are within the mental grasp of the pupils, are 
good in literary form, and have functional value for the 
pupil. 

Less valuable for the pupils of this age are the follow- 
ing: 


LUTHERAN GRADED SERIES OF S. S. MATERIALS 79 


“She saw Jesus standing and knew not that it was Je- 
sus.” (John 20:14); ‘Come, for all things are now 
ready. Andtheyall..... began to make excuses.” 
(Luke 14:17-18) ; “I have finished the work which thou 
gavest me to do and now, O Father, glorify thou me with 
the glory which I had with thee before the world was.” 
(John 17:4-5). These verses are beyond the grasp of 
the pupils and are too long for their mastery. 

Worship materials——The worship material in the two 
year unit “Workland” consists of hymn verses appearing 
with twenty-five lessons out of one hundred and four les- 
sons. It would be far better if some hymn material ap- 
peared with each lesson. No music is furnished with the 
hymns. Reference to the music is given only occasion- 
ally. For the most part, only one verse appears with a 
lesson, occasionally two verses are given. 

In Workland usually one verse, and occasionally two 
related verses appear with the lesson. This is an im- 
provement over “‘Wonderland,” where very frequently in 
the same day’s lesson, single verses of more than one 
hymn occurs. 

No order of service is provided in this unit. 

The more usable hymns for this age-group are the fol- 
lowing: 


“God spake, my child, God spake to thee.” 
“Saviour, teach me day by day.” 
“We sing a loving Jesus.” 


Less desirable for children of this age are the follow- 
ing hymns: 

“T was a wayward child.” This gives the child a 
wrong concept, to think of himself as away from God. 

“The strife is o’er, the battle done.” This is over-aged 
for the children of this group. 

Of the twenty-five lesson hymn references, most of 
them are over-aged. 

Treatment of materials—As pointed out above, the 
material of this unit is taken from the Bible almost en- 
tirely and is recast into conversational form. The ma- 


80 LUTHERAN GRADED SERIES OF S. S. MATERIALS 


terial is given to the teacher in the manner in which he 
will retell it to the pupils. In the material, parenthetical 
suggestions are given for the direction of the teacher. 
All lessons are designed to be illustrated or worked out on 
the sand-board or sand table. A crude drawing is fur- 
nished with every lesson suggesting the design for the 
sand table. It is very doubtful whether every lesson for 
two years should be built on the plan of using the sand — 
table. There is legitimate use of the sand table occasion- 
ally, but one hundred and four lessons on the same prin- 
ciple would become monotonous to the child. Neither 
the preceding unit nor the following unit in the series 
uses the sand table, and hence all concentration on the 
sand table comes in these two years. 

Pedagogical provisions to aid the pupil and teacher.— 
“Sunshine,” a four-page weekly paper for the pupils, ac- 
companies ‘“‘Workland.” The weekly paper carries les- 
son questions and history questions, the golden text of 
the day, and a brief story. The answers are printed with 
the above questions, which eliminates the effort of the 
pupils. 

The quarterly issue of Workland carries an introduc- 
tory page with suggestions to the teacher in reference to 
the content of the lesson, the treatment of the lesson, and 
occasionally suggestions about the nature of the pupils. 
The teacher’s quarterly repeats the questions found in 
the pupil’s paper. Directions are given to the teacher 
for the sand table work. A “preliminary conversation” 
gives the teachers suggestions for making the point of 
contact with the pupil. The helps for the teacher are 
commendable. In several places, they could be more 
concrete and specific. 

Concluding remarks.—There is too wide a range in 
the material offered for each day. As suggested above, 
it is doubtful whether a two year course should be based 
upon the sand table plan. A daily order of service would 
improve the text. The print of the text is too small and 
crowded. Less variety. in type and better arrangement 
of page would add to the attractiveness of the unit. 


LUTHERAN GRADED SERIES OF S. S. MATERIALS 81 


The subtitle of the unit (‘“Workland”)—‘“Children’s 
Lesson Quarterly” is a misnomer, as the unit is designed 
for teachers. 

The nature pictures appearing in the quarterlies are 
unrelated to the text materials. 


CHART NO. 4. 


BIBLICAL SOURCES OF LESSONS IN THE LUTHERAN GRADED 


SERIES. 
Unit: Workland. Vol. 28. 6 to 8 year old pupils. 
VERSES 
OLD TESTAMENT 844 
NEW TESTAMENT 790 
OLD TESTAMENT: NEW TESTAMENT: 
Genesis 322 Matth. 257 
II Sam. 197 Luke 206 
Psalms 106 Mark 1A? 
Exodus 46 John 114 
Ruth Piva 08 Wik OF 0 a 19 
Jeremiah 22 Rom. 11 
Daniel 21 Philemon 10 
Numbers 15 Eph. 9 
Isaiah 15 James 8 
Proverbs 14 .-II Tim: dD 
I Sam. 13 Heb. 5 
Leviticus 12 lL John 5 
Ezekiel 9 Philipp. 4 
Deuteronomy 7 Colossians 3 
AT Chron. Gils Lim: 3 
Job 5 I Peter 3 
Ecclesiastes 5 Acts 2 
Judges 2ue LE Cor: 2 
I Chron. 2 Jude 1 
Hosea 1 Rev. 1 
Joel 1 
Haggai 1 


82 LUTHERAN GRADED SERIES OF S. S. MATERIALS 


CHART NO. 5. 


BIBLICAL SOURCES OF LESSONS IN THE LUTHERAN GRADED 
SERIES. 


Unit: Workland. Vol. 24. 6 to 8 year old pupils. 


OLD TESTMENT 
NEW TESTAMENT 


OLD TESTAMENT: 


Exodus 502 
Genesis 128 
Leviticus 121 
I Kings 90 
II Sam. 63 
II Kings 55 
Job 55 
Joshua 53 
Psalms 51 


VERSES 
1118 
3807 

NEW TESTAMENT: 
Luke 1151 
Matth. 975 
John 879 
Mark 6738 
Acts | 20 
II Cor. 18 
Heb. 11 
E\ph. 10 
Lerim, 8 
I Cor. 7 
Col. ff 
Galatians 6 
Philippians 6 
II Peter 6 
Romans 5 
Revelations 5 
II Timothy 4 
James 4 
I Peter 3 
I John 3 
Titus 1 


LUTHERAN GRADED SERIES OF S. S. MATERIALS 83 
WORKLAND. 
Ages: 6-7 Years. 


I. Mechanical features—(1) The type in this unit 
is too small in a number of the large sections in each 
lesson. We allow 20 points out of 30 points. (2) The 
page is crowded. Too much material is placed on one 
page. We allow 10 points out of 15 points on this fea- 
ture. (3) The unit has paragraph headings, black 
faced type for section headings, but a neater page could 
be presented with more uniformity in type. The organ- 
ization of the page warrants 7 points out of 10 points. 
(4) An illustration appears with each lesson, and also 
a drawing for guidance in sand table work. The sand 
table drawings for the most part, are crude. Many pic- 
tures, however, are from the masters; others of a sym- 
bolical nature are less desirable. We allow 13 out of a 
possible 15 points on this feature. (5) The unit con- 
sists of eight quarterlies. Bound annual books would 
serve better. We allow 20 out of a possible 30 points on 
this feature. This gives a total of 70 out of 100 points 
on mechanical features. 

II. Interary technique.—(1) There is very little evi- 
dence of the dramatic in this work, with no special effort 
at arranging climaxes or developing points of stress. 
We allow 40 out of a possible 75 points. (2) While an 
attempt is made to cast the material in story form, the 
essential elements of a story are lacking. The narrative 
style without points of stress is followed. We allow 45 
points out of 75 points. Total: 85 out of 150 points for 
literary technique. 

III. Content.—(1) A large section of the lesson is 
devoted to the “Miracles of the Lord Jesus.” Here the 
emphasis is knowledge. The emphasis of personal re- 
ligion is slight. We allow 75 out of 150 points on this 
feature. (2) Very little social emphasis occurs in the 
unit. It seeks to give Biblical knowledge. The applica- 
tion to the life of the individual serving in society is very 


84 LUTHERAN GRADED SERIES OF S. S. MATERIALS 


slight. We allow 60 out of 150 points. (8) Very 
little of the material touches upon the child in his rela- 
tion to the Church. The Biblical materials prepare him 
for later acceptance of the Church emphasis in religion. 
We allow 75 points out of 100 points. Total: 210 out of 
400 points. 

IV. Pedagogical provisions to aid the learner.—“Sun- 
shine,” the children’s weekly, carries the pupil’s aids. 
(1) <A great variety of material is dealt with in the two 
year unit. This leads to a lack of unification in aims. 
The aims of the unit lack definiteness. We allow 25 
points out of 40. (2) There is no variety of types of 
lessons. The uniformity of treatment leads to monot- 
ony. We allow 20 out of 40 points. (3) Two brief 
outlines and questions constitute the aids to control study. 
These should be more extensive and more concrete. We 
allow 20 out of 40 points. (4) The unit lacks projects, 
problems, and home assignments that would aid in carry- 
ing the lesson into life. We allow 15 out of 40 points. 
(5) An occasional story provides for the question of 
experience, but insufficient material is given for this fea- 
ture of acurriculum. We allow 20 out of 40 points. To- 
tal: 100 points out of 200 for pedagogical provisions to 
aid the learner. 

V. Pedagogical provisions to aid the teacher.—A 
-page or two of introductory material in each quarterly 
is all the specific material to guide the teacher in under- 
standing the nature of the entire course and the nature 
of the pupil. We allow 20 points out of 75 for this fea- 
ture. (2) Questions, two outlines, and the preliminary 
conversation and treatment of the story, give the teacher 
all his helps in this unit. They should be more specific 
and organized more clearly about conscious aims. We 
allow 40 out of 75 points. 

Total for the entire list of features scored: 525 out of 
1000 points. 


LUTHERAN GRADED SERIES OF S. S. MATERIALS 


SCORE CARD EVALUATION. 


Unit: Workland. 


Age: 6-7 Years. 


me ee 
So icp te 
Oo = Oo 
1¢) Oo f2) 
oe Oo. Pa 
PRO OTTANICA LOLA TURES (cst ilscotielei ec aisle eleete 100 
MEUM DEH ie Foe oe eR oda ee inlisl calenaee can 30 20 
Sue ALELACHIVENeCSSIOl, PAGO we: ale Poe cies 15 10 
2..~Organization of the page... 3. ..6s 4. 10 7 
MeMPICLONIA le ist LatlOLuSirs hoseoe cae kk 15 13 
RUE MOLMaatrd WIN Atie sae vs oe ok eee atsiclere 30 20 
II. LITERARY TECHNIQUE Lahe cna ra oh Gal els Mi kieran a 150 
Ter csenieral diteraryqMerit tc. os wee ecleae's 75 40 
2. Appropriateness of style to age 
GLIDUDLUS Piet an ee tee de Le he ol wey S 45 
BE OIN EE NET ei detd sick shetty Se Reales Meluies Codie ee ete 400 
I. Fitness of materials to meet needs 
centering primarily in the indi- 
AU AREEN ep t SORE SAD, esha A cutltal pas data 150 75 
2. Fitness of materials to meet needs 
centering primarily in society ... 150 60 
3. Fitness of materials to meet needs 
centering primarily in the Church 100 75 
IV. PEDAGOGICAL PROVISIONS TO AID THE 
i sad RE Ro a aR UA Ta Aan A A ge eg 200 
1. Evidence of the functioning of 
MAPA Tie oe Ue dla iis eee 40 25 
2. The proper use of various types 
or forms of lesson organization.. 40 20 
3. Provisions for controlling study.... 40 20 
4. Provisions for insuring functioning 
of instruction in daily life and 
DOMMUCtE OB DUDS | ceteiiiee ites ea cle’ + 40 15 
5. Provisions for enriching and ex- 
panding experience in ways 
opened up by the lesson but ex- 
TENCINGHOSCVOUCHI ID ee cca es ele eke 20 
V. PEDAGOGICAL PROVISION TO AID THE 
PAL EL PU ee eperee otasts Oh @hoa dt itaics ota acolo ed a orate eécacele eae 150 
1. Teaching helps involved in the or- 
ganization of the book as a whole 75 20 
2. Teaching helps involved in the in- 
dividual lessOnim: west meee te tees 75 40 
ECU TA Lo taiias, tate vue eee ae eae ABR Ne Saleen Sle Fk ateie 1000 


85 


UJ pamoyy 


85 


210 


100 


60 


, 


86 LUTHERAN GRADED SERIES OF S. S. MATERIALS 


Unit: 

AI 
Highest 

Score. 30 
Score 
Allowed 

No.1 10 

2 20 

3 20 

4 20 

5 10 

6 15 

7 5 

8 15 

9 15 

10 10 

II 15 

I2 10 

13 10 

14 30 

15 10 

16 15 

17 5 

18 10 

19 15 

20 10 

21 20 

22 28 

23 25 

24 28 

25 28 


EVALUATION OF BIBLICAL MEMORY WORK. 


Workland. Vol. 23. Ages: 6-7 Years. 


A2 Bi 
FOALS 
LO wis 
10 I0 
TO) 410 
La 
ID AWS 
BPO ee 
TO. es 
10 10 
10s 
1D) )/575 
10 IO 
10: 7-5 
TOA 
25 I0 
POS 
10 10 
BD 
5 7.55 
10 10 
TORS 
AS aS 
ane tO 
NK, 
25 10 
28 10 


B2 Total 

25 100 
COMMENT OR CRITICISM. 

10 47 Too difficult. Too long. 

1c 50 Concept too difficult. Too long. 

10 50 Too long. Difficult concept. 

10 50 Lacks personal appeal. Fact state- 
ment. 

10 35 Mere fact materials. Not functional. 

10 45 Good appeal. Over-aged. 

10 30 No functional value. Too long. 

10 45 Lacks teaching value. 

10 40 Ovcr-aged. Too long. Impractical. 

10 35 Negative appeal. Too long. 

10 45 Good concept but over-aged. Too 
long. 

10. 35 Over-aged. 

10 35 Lacks fundamental value. Over-aged. 

20 85 Good concept. Bricf. Can be under- 
stood. 

10 35 Over-aged. Deeply theological. 

10 45 Over-aged. Divorced from context. 

5 20 Lacks functional appeal. 

10 30 No functional value. No religious 
teaching. 

10 45 Mere fact statements. Lacks fune- 
tional aspect. 

10 35 Lacks religious significance. Mere 
fact statement. 

15 60 Simple language. Religious  signifi- 
cance. 

20 83 Religious value. Simple statement. 

20 80 Good concept. Simple language. 

20 83 Good message. Simnle statement. 

25 91 Religious value. Within grasp. 


LUTHERAN GRADED SERIES OF S. S. MATERIALS 87 


MEMORY WORK IN THE LUTHERAN GRADED SERIES. 
Unit: Workland. Vol. 28. 6 to 8 year old pupils. 
LESSON NO. REFERENCES LESSON NO. REFERENCES 


1 John 10:10 13 Luke 7:22 
Luke 12:2: 14 Luke 6:36 
3 Psalm 145:15 15 Isa. 53:4 
4 Mark 7:37 16 Matt. 26 :26 
5 Luke 18:13 17 John 19:4 
6 Warks Gs2aunlo Josh. 24:15 
7 ON 2 boa Lo Rom. 14:9 
8 Matte3 3320 SOL Ol. ache 
9 Matte cde. Gen. 1:25 
10 Luke 20:15, 16 22 Janno wss 
it Matti 20..21 eye Psa. 10033 
12 Luke 18:13 24 Matt. 6:26 
25 I Peterd:7 

PICTURELAND. 


Ages: 8-9 Years. 


“Pictureland” is the title of the quarterly furnished for 
teachers of pupils eight and nine years of age. This unit 
consists of eight paper-bound pamphlets. For the ser- 
vice of the pupils there is supplied a weekly paper en- 
titled “‘Pictureland Weekly,” and also a weekly picture 
card entitled “Sunrays.” For the department using this 
unit there is supplied a large Biblical Picture Chart. 

Aims of the unit. The materials of Pictureland are 
stories from both the New and Old Testaments. The 
knowledge emphasis seems uppermost. The principle 
aim seems to be that the children shall grasp Biblical his- 
tory and stories. Little is said about the concrete appli- 
cation of these in life, although in the specific lesson at- 
tempts are made at stating such aims. 

“These ‘Pictureland’ stories have as their distinctive 
lesson, which you should teach through these early scenes 
in Bible history, that God began the work of redemption 
as soon as man had fallen into sin. The whole Old Tes- 


‘rata’ LUTHERAN GRADED SERIES OF 8. S. MATERIALS 


tament looks forward to Christ. We must not miss this 
great evangelical thought, and must especially impress it 
upon our boys and girls.” (Pictureland, Vol. 19:3. 
Page 157). 

This aim is entirely beyond the grasp of the pupils for 
whom it is intended. It is too theological in its presen- 
tation for children of this age-group who need simple 
Christian truth for every-day conduct. 

Typical aims from individual lessons are the following: 

“To show that the blessing of salvation which God 
transferred from Abraham to his son Isaac as a birth- 
right, was now to be given to Isaac’s son, either to Esau 
the elder, who despised it; or to Jacob the younger, who 
prized it, yet who failed to await God’s will, but did wrong 
to get it.” (Vol. XIX. No. 3. Page 188). 

“To realize that our faith must fly hopefully over hope- 
less wastes of wild waters, and will at last find the olive 
branch betokening an end to danger.” (Vol. XIX. No. 
3. Page 178). 

“To realize that in all trials we should remain stead- 
fast in the faith, be patient, and trust in God.” (Vol. 
XVITI. Nos4)) Page 220), 

These aims are all beyond the grasp of pupils eight and 
nine years of age. They do not cover the needs or ca- 
pacities.of these pupils. 

Structure of the text.—“Pictureland” consists of eight 
pamphlets to cover two years’ work. The material is se- 
lected with special reference to the Church Year, at least 
to the extent that the first half year is devoted to New 
Testament materials, and the second half year is devoted 
to Old Testament materials. 

The unit receives its name from the fact that pictures 
are stressed in this two year course and the same picture 
occurs in the four publications of the unit: Pictureland, 
Pictureland Weekly, Sunrays, and the Biblical Picture 
Chart. . 

Structure of the lesson.—The plan of Pictureland in- 
cludes the following elements in each day’s lessons: title; 
Scripture reference; the picture illustration for the les- 
son; golden text; paragraph from the children’s card; 


LUTHERAN GRADED SERIES OF S. S. MATERIALS 89 


“Sunrays;” teacher’s outline of the story; a sub-title of 
the day’s lesson, which varies from the first title; the 
story; the conclusion, consisting of the aim, application, 
and sub-topics under application; the memory work; in- 
cluding Biblical history and answers. 

There are no prayers given in the two year unit and 
very few hymns. This feature should be greatly im- 
proved. 

The aim of the lesson in this unit is placed as the first 
item of the conclusion. It would be far better to have 
the aim stated at the beginning of the lesson. 

The memory work is too extensive in each lesson for 
children of this age-group. | 

The teacher’s outline of the lesson is a commendable 
feature of this text, but the materials are too voluminous, 
and hence the outline is rather large. 

Subject matter.—‘The subject matter consists of a two 
years’ course of standard Bible stories, following each 
other in order with special reference to the Festivals and 
the Seasons of the Church Year.” (Catalogue, 1923). 

The subject matter is entirely Biblical, but not given 
in the language of the Bible. 

Volume XIX, No. 1, announces its message in the fol- 
lowing words: “The one truth about which every lesson 
revolves is a Wonderful Child who is a Wonderful Sav- 
iour. Isaiah prophesied: ‘His name shall be called Won- 
derful.’”’ ‘Then follows a list of thirteen subjects all in- 
volving the thought of the wonderful elements in the life 
and work of Jesus. Many of these are over-aged for 
this group, as for instance: “‘This wonderful teaching 
satisfies the hunger of the soul.” 

Many of the Old Testament records which have under- 
gone changes in interpretation in recent years even at the 
hands of conservative scholars, are still treated in the 
traditional manner. Examples of this are the lessons on 
“Crossing the Jordan” (Vol. XIX, No. 4, Lesson XLIV), 
“Elijah Fed by the Ravens” (Vol. XIX. No. 4. Lesson 
XLVIII). 

The materials for the two year units of Pictureland are 


90 LUTHERAN GRADED SERIES OF S. S. MATERIALS 


derived largely from the narrative materials of the Old 
Testament and Synoptic Gospels of the New Testament. 
This is in general in keeping with the best pedagogical 
science. There could be an advantageous use made of 
the poetical material of the Old Testament. Of the Old | 
Testament material, Genesis takes first rank. Of the 
New Testament materials, Luke takes first rank. (See 
Charts Nos. 6-7, Pages 92, 93). 

Memory materials.—Every lesson in Pictureland con- 
tains a memory passage. Thirteen books of the Old 
Testament contribute to the memory passages; of these 
books Genesis furnishes the most, with the Psalms sec- 
ond. Eleven books of the New Testament supply mem- 
ory passages, with Matthew, Luke and John making the 
largest contributions. In the two year period, the New 
Testament furnishes approximately twenty more mem- 
ory passages than the Old Testament. 

Examples of memory verses more suitable for this age- 
group are the following: “Glory to God in the Highest, 
and on earth peace, good will to men.” (Luke 2:14): 
“Honor thy father and thy mother: that thy days be long 
upon the land which the Lord thy God giveth thee.” 
(Ex. 20:12) ; “I was glad when they said unto me, Let us 
go into the house of the Lord.” (Psalm 122:1). 

Memory passages in this unit of less functional value 
for the children are the following: 

“What hast thou done? the voice of thy brother’s blood 
crieth unto men.” (Gen. 4:10). 

“They change the glory of the uncorruptible God into 
an image.” (Romans 1:23). 

Worship materials.—Suitable prayers appear in Won- 
derland (4-5 years), but no prayers appear in Workland 
and Pictureland. It would greatly improve the materials 
if prayers were furnished in all three units. 

Volume 18, which covers a year’s work, carries hymn 
materials in connection with only thirteen lessons, and 
Vol. 19, a year’s work, carries hymn materials for only 
three lessons. This is an insufficient amount of hymn 
material for a two year period. 

The hymns are for the most part over-aged. The 


LUTHERAN GRADED SERIES OF 8. S. MATERIALS 91 


hymns are adult hymns from the Church collections, and 
are not in language suitable for this age group. 

Treatment of materials —The Biblical narratives are 
rewritten rather than given Scriptural language. The 
rewritten material places interpretations upon Scrip- 
ture materials which are not necessarily involved. Bib- 
lical stories are given in the most literal fashion, as for 
example, the stories of creation and the story of the 
prophet Elijah, and his care by the ravens. In the lat- 
ter story it is suggested that the ravens placed the food 
in Elijah’s hand. Such an interpretation is not necessi- 
tated by the Scriptural account. 

The pictorial illustrations accompanying the lessons 
are often very anthropomorphic, giving representations 
of incidents often misleading to children, e. g., the return 
of the spies with grapes, showing one bunch requiring 
two men to carry them; the ravens feeding Elijah; the 
crossing of the Dead Sea; and the three men in the fiery 
furnace. 

Pedagogical provisions to aid the pupil and the teacher. 
—The only helps for the pupils are those appearing in 
Pictureland Weekly, and on the Sunrays picture card, 
and these consist in the Biblical history questions and 
Sunrays’ questions. The answers to all questions are 
printed following the questions. This allows for no in- 
dependent thought-effort on the part of the pupil. 

For teachers, the quarterly pamphlets give an intro- 
ductory page or two of suggestions with each issue, cov- 
ering in general the content of the quarter’s lessons; in 
ea°h lesson treatment, “‘Thoughts for the teacher; an out- 
line of the story; the aim, application and the questions 
which are supplied the pupils. 

Not sufficient material on the nature of the pupil is 
given. 

The aims are abstract and above the grasp of the pu- 
pils. Simple aims should be supplied for the guidance of 
the teachers. These aims should suggest concrete and 
human applications of the story truth, rather than meta- 
physical and theological statements of the story meaning. 

Concluding remarks.—The Series could be improved 


92 LUTHERAN GRADED SERIES OF S. S. MATERIALS 


greatly by two bound one-year units, rather than eight 
quarterly pamphlets for these ages. Specific aims for the 
two-year period should be worked out and presented, and 
the course constructed around these aims. The pictorial 
illustrations picturing anthropomorphic scenes should be 
eliminated. More recent interpretations should be 
placed on many of the stories—interpretations now gen- 
erally accepted, even by the most conservative scholars. 

The lesson should be organized around an aim which is 
definite, specific, and simple enough to be within the 
grasp of the pupils. 


CHART NO. 6. 
BIBLICAL SOURCES OF LESSONS IN THE LUTHERAN GRADED 


SERIES. 


Unit: Pictureland. Vol. 18. 8 to 9 year old pupils. 


VERSES — 
OLD TESTAMENT 326 
NEW TESTAMENT 261 
OLD TESTAMENT: NEW TESTAMENT 261 
Genesis 110 Mark 65 
Exodus 34 John 56 
I Samuel 30 Acts 50 
I Kings 25 Matth. 45 
Esther 24 Luke 38 
II Kings 23 Revelations T 
Judges 14 
Daniel 14 
Jeremiah 1 
Nehemiah 1 
II Samuel 10 
Numbers 9 


Job 8 


LUTHERAN GRADED SERIES OF S. S. MATERIALS 93 
CHART NO. 7. 


BIBLICAL SOURCES OF LESSONS IN THE LUTHERAN GRADED 
SERIES. 


Unit: Pictureland. Vol. 18. 8 to 9 year old pupils. 


VzuRSES 
OLD TESTAMENT 418 
NEW TESTAMENT 334 
OLD TESTAMENT: NEW TESTAMENT: 
Genesis 166 Luke 146 
Exodus 110 John 719 
Daniel 37 = Matth. 68 
I Samuel 29 Acts 25 
I Kings PA OTE Tay 8 
Numbers 17 Mark i 
II Kings 11 Hebrews ] 
Jonah 10 
Joshua 8 
Micah 1 

PICTURELAND. 


Ages: 8-9 Years. 


I. Mechanical features.—(1) This unit carries in cer- 
tain sections, type that is too small. This is due to the 
attempt to crowd material into the lesson. We allow 25 
points out of 30 points. (2) The variety of type, the 
smallness of some of the type faces, and the general 
crowding, detract from the page appearance. We allow 
10 out of 15 points. (3) The pages lack black-faced 
type paragraph headings. Occasionally two pages face 
each other with little to break the appearance of the 
page. We allow 8 out of 10 points on this feature. (4) 
Each lesson carries a pictorial illustration. Most of them 


94 LUTHERAN GRADED SERIES OF S. S. MATERIALS 


are created for the lesson. Pictures by great masters 
are lacking. We allow 10 points out of 15 on this fea- 
ture. (5) This unit appears in eight quarteriies. 
They are well printed; well bound for pamphlets. The 
paper is good. Bound annual text-books wouid be an 
improvement. We allow 20 points out of 30 on this fea- 
ture. Total: 73 points out of 100 for mechanical fea- 
tures. | 

II. Literary technique-—(1) A general narrative 
style is maintained, with little use of the more effective 
story form. We allow 50 out of 75 points on this feature. 
(2) The materials are within the intellectual grasp of 
the pupils. The quarterly is for the teacher, but the ma- 
terials are written to be given over to the pupil without 
much change. The style could be improved by the use of 
climaxes, stress, and aesthetical appeal. We allow 60 
points out of 75 points. Total: 110 points out of a pos- 
sible 150. 

III. Content.—(1) Biblical knowledge emphasis 
prevails throughout this unit. Little emphasis is placed 
upon the personal religious life of the child. While this 
may have been the objective, the materials are not pri- 
marily developed to this end. We allow on this point 75 
points out of 150. (2) #£There is even less emphasis 
upon the child in the home, Church, community, and the 
larger world, than upon what might be termed his per- 
sonal religious development. We allow 60 points out of 
150 on this feature. (3) The Church and its enter- 
prises are not concretely dealt with in this unit. We al- 
low 40 points out of 100. Total for this feature of con- 
tent is 175 points out of a possible 400. 

IV. Pedagogical provisions to aid the learner.—(1) 
There is no general aim upon which the entire course is 
organized. An aim is stated for each lesson. We allow 
30 points out of 40 points. (2) <A uniform type of les- 
son is followed throughout the two year course. A var- 
iety of type of lessons should be used. We allow 20 points 
out of a possible 40 points. (3) No provision is made 
for the effective assignment of lessons. No means for 


LUTHERAN GRADED SERIES OF S. S. MATERIALS 95 


rewarding home study are found in this unit. We allow 
15 points out of 40. (4) No supplementary material 
dealing with nature or making practical application of 
the lesson to everyday life. We allow 20 out of 40 points. 
(5) No hand- or expression-work is suggested in the 
unit. There are no incidental references to historical 
characters outside of the Bible or contemporary Chris- 
tian leaders. We allow 20 points out of 40. Total: 110 
points out of 200. 

V. Pedagogical provisions to aid the teacher.—(1) 
No maps, charts, or references to outside reading for the 
teacher are given. No special treatment of the nature of 
the pupil. We allow 25 out of 75 points. (2) No sug- 
gestions for the distribution of emphasis. No extensive 
suggestions on how to prepare or present the lesson. 
We allow 50 points out of 75. Total: 75 points out of 
150 on pedagogical provisions to aid the teacher. 

The total for the unit on all features is 543 out of 1000 
points. 


96 LUTHERAN GRADED SERIES OF S. S. MATERIALS 
SCORE CARD EVALUATION. 
Unit: Pictureland.. 


Ages: 8-9 Years. 


= > > 
09 = 99 = 
ee ig ie pniwe 
oS o - @ 
: syd au 
LEIMEGHANIGAL TT EATUR ES Waris Shite ese atl lene 100 73 
Te EL WD eas It adtle Or tte le tas ee Sela ere as nies to 30 25 
PVUATIPACTIVENESS” OL DASE Tac cle few lve 15 10 
8B. cvOrganizations Of tHe, page ee scnee vs 10 
if YPICLOMIALFUIISTLATIONS Me hoon Cees gE 15 10 
SHORT PAI WOIGIN © ean Ope ettitee oie .30 20 
LL TERARY. TECHNIQUE He tAs ic eteae Roa aan Oe 150 110 
T.uiGenéeraliaitertary smeritic 2 cue cece. 75 50 
Bi Appropriateness of style to age of 
DULL Sider ds ok ARM cu dels eee Ree 75 60 
BUT i GOIN AAR Dial tue Mb ars lO eta em UE eae a 400 175 
1. Fitness of materials to meet needs 
of centering primarily in the indi- 
SACLE Tis coat i nea eee see Mars Seles 150 75 
2. Fitness of materials to meet needs 
centering primarily in society ... I50 60 
3. Fitness of materials to meet needs 
centering primarily in the Church 100 
IV. PEDAGOGICAL PROVISIONS TO AID THE 
LEARNE Rao niente ta lpeits cic ce Cate rie teks caer amok 200 110 
1. Evidence of the functioning of an 
SUI LUDise Wale ect takes = Seema gta eh etait eee anne 40 30 
2. The proper use of various types or 
forms of lesson organization ..... 40 20 
3. Provisions for controlling study... 40 15 
4. Provisions for insuring functioning 
of instruction in daily life and con- 
duCctHOL pups eratereseeits eet eee 40 20 
5. Provisions for enriching and ex- 
panding experience in ways opened 
up by the lesson but ee 
DeVOr di ReGen ae bes oes 
V. PEDAGOGICAL PROVISIONS TO AID THE 
TEAGHER MM ieee tcrs tecnicce + see ine as oh oe eRe 150 75 
1. Teaching helps involved in the or- 
ganization of the book as a whole 75 25 
2. Teaching helps involved in the in- 
dividual "lessonsicmew as + css) coe bict 75 50 


AMO WN Dep neem am ren C NT So oh) 3) RE TES aera td ee) 1000 543 


LUTHERAN GRADED SERIES OF S. S. MATERIALS 97 


Highest 
Score 
Score 
Allowed. 
No. I 


SOON Quawn 


EVALUATION OF BIBLICAL MEMORY WORK. 


Ar A2 


30 30 


20 


Unit: Pictureland. Vol. 18. 


Bi B2 Total 


I5 25 100 


i! 
mMmoowhuu Hh 


10 
10 
15 
15 
10 
10 


10 
10 
15 
10 
25 
10 
10 
15 
15 
10 


1G6) 
10 


10 
10 
10 
10 
20 
15 
10 


Ages: 8-9 Years. 


47 
Spe) 
65 
50 
50 
27 


34 
60 
60 
50 
90 
40 
50 
60 
55 
32 


COMMENT OR CRITICISM. 


Over-aged. Of little interest. 

Concept beyond child. Too difficult. 

Religious Value. Too long. 

Lacks functional value. 

Over-aged. Indefinite. 

Mere fact statement. Lacks func- 
tional value. 

Over-aged. Difficult diction. 

Functional value. Simple diction. 

Fair concept. Difficult form. 

Over-aged. Lacks interest for child. 

Good concept. Good appeal. 

Not functional. Incomplete. 

Difficult concept. Lacks interest. 

Difficult concept. Complex thought. 

Lacks religious value. Incomplete. 

Mere fact sttaement. No _ literary 
merit. 

Mere narrative statement. Too long. 

Over-aged concept. J.acks literary 
merit. 

Beyond child’s grasp. 

Over-aged—Difficult language. 

Lacks religious value. Too long. 

No religious appeal. Difficult. 

Good appeal. Slightly over-aged. 

Some religious value. Not nositive. 

Too theological for child. Difficult. 


98 LUTHERAN GRADED SERIES OF S. S. MATERIALS 
MEMORY WORK IN THE LUTHERAN GRADED SERIES. 
Unit: Pictureland. Vol. 18. 8 to 9 year old pupils. 


LESSON NO. REFERENCES. LESSON NO. REFERENCES. 


1 Mattes 214 John 11:25 
2 Ao hat aberd bpeas De HS, Luke 19:3"): 
3 Luke 2:14 16 Matt. 26:45 
4 Matts2 shin] Luke 22 :61-62 
5 Matt. 8:19 18 I Cor. 15 :3-4 
6 John v4 2502419 Rev. 1:18 
7 Matt. 9:2 20 John 20 :27-28 
8 Matt.9:9 21 Luke 24:51 
9 JONN iD spomnoe Luke 24:49 
10 Matt db23023 Rev. 2:10 
11 Markel O° 124 Acts 9:6 
12 Luke 10:41-42 25 Acts 16:31 
13 Mark 10:21 


BIBLE STORY. 
Age: 10 Years. 


“Bible Story” is the first bound text-book for pupils in 
the Lutheran Series. It is also issued in quarterly 
pamphlet form. It is prepared for the use of children 
ten years of age. 

Aims of the Unit.—The object of this unit is stated in 
the Preface in the following words: “to lay the founda- 
tion of Bible knowledge deep and strong. Every element 
in each scene is to be made precise and clear, and to be 
imbedded forever in its proper place. 

“It is for children just coming out of the Primary De- 
partment. It is to give them work and attraction. It is 
to produce, as a solid result, fifty-two clear and inde- 
structible picture-stories in the mind, together with each 
story’s main teaching, and with some of the Scripture 


LUTHERAN GRADED SERIES OF S. S. MATERIALS Oo 


language in which the most important parts of the story 
are clothed. The children have heard many of the stor- 
ies in the Primary Department. But these stories are to 
them as a dream. Bible Story is to make each an indel- 
ible fact.” 

It will be seen from the above that the knowledge-aim 
holds sway in this text. The emphasis is placed upon the 
organization of information and knowledge as such. I¢ 
is true that in the development of the lesson-material 
some emphasis is placed on the application of these les- 
sons to life, but there is a dearth of emphasis 1n the text 
upon the use of the materials to produce a child Christian 
—a Christian on the age level for which this text is in- 
tended. Religious education cannot be considered as a 
process of gathering information, but a process by which 
life is produced and concepts of religion function in life. 

The text emphasizes grasping Bible stories, with only 
incidental emphasis upon developing Christian attitudes 
and skills in religious living. 

Structure of the text.—Bible Story” contains fifty- 
two lessons. The text divides equally between lessons 
from the New Testament which come first in the book, 
and lessons from the Old Testament. This arrangement 
follows the general plan to introduce the year’s work 
with New Testament material during the first half of the 
Church Year. The first lesson is designed to be used on 
the first Sunday in Advent. The text conforms to the 
Church Year only in the large outline, with emphasis 
upon the birth of Jesus at Christmas time, and the res- 
urrection of Jesus at Easter time. Otherwise, there is 
little evidence of conformity to the Church Year. 

Structure of the lesson.—Each lesson follows the gen- 

eral plan: title; pictorial illustrations; Scripture verse 
descriptive of or applicable to the illustration; questions 
with printed answers; “what we learn from the lesson;” 
spelling lesson; and the lesson story. 
- Printed answers to questions are of little value, 
and hence the questions should be of such a nature that 
they can be answered through the child’s own thought 
and study under the guidance of the teacher. 


100 LUTHERAN GRADED SERIES OF S. S. MATERIALS 


The printed answers to the questions are given in ex- 
act Scripture language, and are often brief sections of 
an entire verse, often in the form of incomplete sen- 
tences, and portions of Scripture dissociated from their 
connection. 

It is doubtful whether the ‘‘spelling” section has great 
value as such. Its greater value lies in its definitions 
and explanations. | 

If the present form of questions and answers is to be 
followed, it seems more desirable to place these after the 
story, rather than before. In this case they form a re- 
view of the story as taught. 

Subject matter.—The material of this unit is founded 
upon Biblical matter. Biblical narratives are recast and 
rewritten. 

“The ‘Lesson Story’ (which is merely to be read and 
not studied) is not a reproduction of the very text of Eng- 
lish Scripture; for the English text, cut up, harmonized 
and pieced into a small story-section, is often not good 
translation for the child mind. Consequently, neither 
the capitalization nor the use of quotations follows Scrip- 
ture custom.” (Preface. Page x). 

The Biblical material as used would be classified as 
quasi-Biblical in the terminology of Crawford. 

Although the lessons are evenly divided between the 
Old and New Testaments, twice as much reference is 
made to Old Testament sources as to New Testament 
sources. (See Chart No. 8, Page 105). The book of 
Genesis and the Synoptic Gospels furnish the greater part 
of the material in their respective divisions. 

There is general agreement among educators that the 
narratives of the Bible should furnish the materials for 
this age. It will be seen from Chart No. 8, Page 105, that 
the narrative sections of the Old Testament contribute 
largely to this text, and next in rank follow the Synoptie 
Gospels. 

Because of the background material needed to rightly 
interpret the lessons on ‘‘The Burning of Sodom” (Lesson 
XXXIII), the lesson on “Abraham Offering up Isaac” 


LUTHERAN GRADED SERIES OF S. S. MATERIALS 101 


(Lesson XXXIV), and “Elijah Calls Down Fire” (Les- 
son L), Professor A. J. W. Myers, Ph. D., holds these 
three lessons of the text unsuitable for the age. (The 
Old Testament in the Sunday School. Page 49). 

The general principle to use narrative material for this 
age is commendable, but not all narratives are equally 
valuable and some of the more crass materials are used 
in the text. 

Material dealing with missionary ideals, social service 
projects, and Church enterprises, is lacking in this text. 

The volume is embellished with a pictorial illustration 
for each lesson. For the most part, the pictures are re- 
productions of famous paintings. There are seven line- 
cut engravings and two composite drawings. The pic- 
tures are well selected, and it is certain that good choices 
have been made in most cases, both as to artists and sub- 
jects. 

The line-cut drawings and the composite drawings 
could be greatly improved. Several of these are crass in 
their presentation of Biblical truth, and in some cases 
give a very anthropomorphic conception of God. This is 
true of the pictures appearing with Lessons 27, 28, and 
29, where Diety is represented in human forms. 

Memory materials—A memory verse appears with 
each lesson with the exception of lesson number twenty- 
five. There is greater adaptation of the memory mater- 
ial in this unit to the age for which it is designed than in 
the previous units. Ten books of the Old Testament con- 
tribute memory materials, while nine books of the New 
Testament supply memory verses. From the Old Testa- 
ment more verses are taken from Genesis than from any 

other book; and from the New Testament, Luke contrib- 
utes the greatest number, with Matthew following as a 
close second. 

Among the more suitable memory passages for this 
age are the following: ‘Unto you is born this day in the 
city of David a Saviour, which is Christ the Lord.” 
(Luke 2:11. Lesson 1); “Wist ye not, that I must be 
about my Father’s business.” (Luke 2:49. Lesson 5); 


102 LUTHERAN GRADED SERIES OF S. S. MATERIALS 


“Suffer the little children to come unto Me.” (Mark 
10:14. Lesson 19). 

Less desirable memory passages in this unit are the 
following: ‘‘At thy word I will let down the net.” 
(Luke 5:5. Lesson 9); “Go and do thou likewis2.” 
(Luke 10:37. Lesson 16); “Come thou, and all thy 
house, into the ark.” (Gen. 7:1. Lesson 30). 

The weakness in these latter verses is that thev are. 
not sufficiently complete apart from the context, and have 
little or no functional value for life. 

Worship material—No hymns, songs, prayers, litur- 
gies, rituals or music appear in this text unit. 

In criticizing the text and the Series along the line of 
worship, music, prayers, and ritual, it must be borne in 
mind that the Lutheran Church has constantly cared for 
these matters by means of the Sunday School Hymn 
Book and through instruction in catechetical classes. 

Treatment of materials.—It has already been sug- 
gested that the Biblical material at the basis of this text 

is treated in a rewritten form. The form lacks climaxes 
and points of emphasis and stress, and the material is 
given largely in a prosaic narrative style. 

“Bible Story” reflects the general characteristic of the 
entire series: that is, it is largely a text built on the plan 
of giving Biblical information, and the objectives center 
about the child grasping the information. For this rea- 
son, little can be said about the volume functioning in the 
life of the individual along the lines of his personal neo1s. 
Nor does it emphasize his relation to society and the 
Church. 

The material of the text coversa large portion of 
Scripture, hence it contains much material which could 
be adapted to the development of attitudes in the pupil, 
but since this aim is not clearly held out to teacher or 
pupil, the material becomes just so much text without 
much application. The thought of developing attitudes 
is only indirectly and casually brought out in “What ~e 
learn from this lesson,” which is part of the plan of each 
lesson. 


LUTHERAN GRADED SERIES OF S. S. MATERIALS 103 


Some of the lessons carry too great an amount of Bib- 
lical references, such as the lesson for the 23d Sunday, 
with 177 verses; the lesson for the 24th Sunday, with 211 
verses; and lesson for the 25th Sunday, with 190 verses. 
It is not assumed that a teacher will attempt to cover the 
content of so many verses, but it would be better if a 
smaller portion were assigned and an effort put forth to 
make a specific use of all materials. 

There are no suggestions for the use of pageantry, 
drama, projects, problems, or topics in the development 
of the lesson. 

Pedagogical provisions to aid the pupil and teacher.— 
The lessons are not organized about an aim, the latter ap- 
pearing only in “What we learn from this lesson.” But 
since this is not stated as an aim, and does not seem to 
be clearly held as an aim, the material is not organized 
about it. 

The same lesson type and organization is carried out 
for the fifty-two lessons. ‘There is very little variety in 
the presentation of the lesson material. The emphasis, 
as has been stated, is largely on Biblical knowledge, and 
content-material rather than functional material. 

There is an attempt in the construction of the book 
to accomplish home work. In each lesson there are ten 
questions. The answers of the questions are given in 
exact Scripture language, and “are to be committed to 
memory at home.” 

The text lacks greatly in material to provide for carry- 
ing over the lessons into daily life. There is no pro- 
vision for response of the pupil other than reciting the 
memorized answers to the questions. These are often 
in disjointed passages of Scripture which, apart from 
the direct answering of the questions, have no value for 
experience in the daily life. 

There is no provision in the text for an expansive ap- 
plication of the material; no reference to literature other 
than the Bible. 

A special teacher’s volume is provided for this unit. 
It contains all that the pupil’s volume contains and “the 


104. LUTHERAN GRADED SERIES OF S. S. MATERIALS 


teacher’s questions on the story,” the teacher’s questions 
on the spelling, and the teacher’s suggestions for the 
starting of the pupils on the lesson for the following Sun- 
day. 

The text lacks in material which would give the 
teacher knowledge of the pupil, maps, charts, handwork 
material, materials for reviews, references for profes- 
sional reading, additional illustrative material, sugges- . 
tions for motivating the work, lesson plans, problems or 
projects, and provisions for training pupils in skills of 
the religious life, such as prayers and worship factors. 

Concluding remarks.—In the light of recent progress 
in curriculum making in religious education, and in the 
production of fine text-books, only the most complete re- 
vision and improvement would bring ‘“‘Bible Story” up to 
these standards. If the text is to remain in the present 
form it is at least essential that the illustrations be re- 
made, for the present ones are defective from long use. 
The text material must allow for more original thought 
on the part of the pupil. The stories need to be recast in 
order to possess ‘‘pull’ for the boys and girls of this age. 
The spelling section could well be omitted. A conscious 
aim for each lesson should be stated and the general aim 
of the text should include more than the grasping of Bib- 
lical knowledge. Provision should be made for the de- 
velopment of Christian attitudes and skills in Christian 
living. 


LUTHERAN GRADED SERIES OF S. S. MATERIALS 105 
CHART NO. 8. 


BIBLICAL SOURCES OF LESSONS IN THE LUTHERAN GRADED 
SERIES. 


Unit: Bible Story. (Scholar.) 10 year old pupils. 


VERSES 
Siem CA MIEN Ti tytn minim Woe Oe Mies beans ht 2011 
SACU O\GME Ba ISU APA ON Gt lp DAL a es Ra Sa 986 
OLD TESTAMENT: NEW TESTAMENT: 
Genesis 651 Matth. 320 
I Kings 429 Luke 302 
Exodus 426 John 185 
I Sam. 188 Mark 159 
Judges 96 Acts 20 
II Kings 96 
Joshua 62 
II Samuel 35 
Daniel 23 


BIBLE STORY. 
Age: 10 Years. 


I. Mechanical features—(1) Some of the type faces 
are too small for this age level. The teacher’s manual is 
too crowded. We allow 25 points out of a possible 30 
points. (2) Each lesson in the pupil’s volume usually 
appears good. The other two pages present a “‘black 
front” owing to too extensive use of black faced type. 
We allow 12 points out of 15 points. (8) Display is 
fairly good in this text. Black faced paragraph head- 
ings are used. A greater uniformity in type on the first 
two pages of each lesson would improve the text. We 
allow 8 points out of 10. (4) There is a pictorial il- 


106 LUTHERAN GRADED SERIES OF S. S. MATERIALS 


lustration with each lesson. The pictures are reproduc- 
tions of the works of famous artists. Good selections 
have been made. The present editions are no doubt 
printed from old plates and the cuts show use and are 
streaked. We allow 12 points out of 15 points. (5) 
This unit is well bound. A darker shade of binding 
would be preferable. <A back title should be added. The 
word “Scholar” should be attached to the pupil’s vo!ume, 
and the word “‘Teacher” to the teacher’s volume. We 
allow 28 points out of a possible 30 points. Total: 85 
points out of 100 points. 

II. Literary Technique.—(1)The style is marked by 
simplicity but there is no unusual signs of e'legance. 
There is no special arrangement of material in develop- 
ing climaxes. We allow 40 points out of 75 points. (2) 
The method of attack is poor, since the story method is 
not used but only a repetition of the story in didactic 
fashion. We allow 50 out of 75 points. Total: 90 points 
out of 150. 

III. Content.—The emphasis is upon grasping a fund 
of information. We allow 25 points out of 150 points. 
(2) “Bible Story” is for the purpose of giving facts 
about the Bible content, hence very little material deal- 
ing with the needs of the individual and his relation to 
society appears in the text. We allow 25 out of 159 
points. (3) Little direct material on the pupil’s rela- 
tion to the Church appears in the text, but the fundamen- 
tal Biblical matters and their ramifications lay such a 
foundation for the superstructure of instruction on the 
Church that we allow 40 points out of 100. Total: 90 
points out of 400 points. 

IV. Pedagogical provisions to aid the learner.—(1) 
The volume is not organized without a definite aim. The 
lessons are only slight'y guided by an aim. We allow 20 
points out of 40 on this feature. (2) The same lesson 
type is carried out for the fifty-two lessons. No variety 
of treatment prevails. We allow 10 points out of 40. 
(3) No references for home reading are given. No 
plan is suggested for rewarding home study. Only ques- 


LUTHERAN GRADED SERIES OF S. S. MATERIALS 107 


tions appear as guides for the control of study. We al- 
low 10 points out of a possible 40. (4) There is no 
provision for response of the pupil other than answers 
to questions, and no suggestions for the application of 
the lesson in daily life. We allow 10 points out of 40. 
(5) The text lacks greatly in material from poetry or 
extra-Biblical sources which would make the text of 
greater value for the enrichment of the pupil’s life. No 
supplementary material is offered. No use is made of 
contemporary examples in the Christian world. We al- 
low 5 points out of 10. Total: 55 points out of 200 on 
pedagogical provisions to aid the learner. 

V. Pedagogical provisions to aid the teacher.—(1) 
A special teacher’s edition of this text exists. A manual 
which would not repeat materials already in the scholar’s 
text would be more serviceable. The text lacks maps, 
charts, music, hand-work material, and review material. 
We allow 25 out of 75 points. (2) The text lacks ma- 
terial to suggest motivation of the pupil’s work in the 
individual lesson. No projects or problems appear in the 
lesson treatment. The meagerness of helps on the indi- 
vidual lesson lead us to allow 25 points out of 75. Total: 
50 points out of 150. 

Total on all features for this unit: 370 out of 1000. 


108 LUTHERAN GRADED SERIES OF S. 8. MATERIALS 


SCORE CARD EVALUATION. 


Unit: Bible Story. 


Age: 10 Years. 


= > 
Sen 
oO = (a) 
n om n 
co a cf 
Li MEGHANIGALGEEATUR ES ote ce eae soe ee -100 
Boa A MIG A yes hd valet, users Ree nk bottle id 30 25 
2.¢ Attractiveness Of page’ 2... 0 ek vans c 25 12 
3.) \Organization or the page ee. oss 10 8 
AV MPICLOTInLel i sstrattons is Ocoee 15 12 
MIT OLMr ata DIN Cine ae ee. Tine are eee 20 28 
iM ULTTERARY ¥TECHNIOV E08 Rae Cit ae eres 150 
FE dcenenal ‘literary merits es oa cs ba ohue 75 40 
2. Appropriateness of style to age of 
Pupils Py sees A hale pee ee 75 50 
III. CONTENT Pee kee Salat eiabed Cake ee ae eaaibe ee ee eRe 400 
1. Fitness of materials to meet needs 
centering primarily in the individ- 
EY Be NDA Ne Te A eg Me Me Wats SBE SE) Bo Biase 150 25 
2. Fitness of materials tc meet needs 
centering primarily in society ... 150 25 
3. Fitness of materials te meet needs 
centering primarily in the Church 100 40 
IV. PEDAGOGICAL PROVISIONS TO 
AIDUPHHeUBARNER Stic ho lore a. e Chet. pg 200 
1. Evidence of the functioning of an 
PITT NPE SERS GS Boa tartictone os eae 40 20 
2. The proper use of various types 
or forms of lesson organization... 40 10 
3. Provisions for controlling study ... 40 10 
4. Provisions for insuring functioning 
of instruction on daily life and 
conduct of-pupils aie ee. 40 10 
5. Provisions for enriching and ex- 
panding experience in ways 
opened up by the lesson but ex- 
tending beyontiuitug beets. s set sn 40 5 
V. PEDAGOGICAL PROVISIONS TO 
AIDSTHEWEEA GEL inate: ob vous ace came 150 
1. Teaching heips involved in the or- 
ganization of the bock as a whole 75 25 
2. Teaching helps involved in the 
individual lesSon jase aos ven oe oo ee 75 25 
LOLA LS. 52 oh Ser ene ccc yo» eel ed eee 1000 


ge pamorly 


55 


LUTHERAN GRADED SERIES OF S. S. MATERIALS 109 


EVALUATION OF BIBLICAL MEMORY WORK. 


Al 
Highest 
Score. 30 
Score 
Allowed. - 
No. I 25 
2 10 
5 20 
4 Io 
5 25 
6 15 
7 20 
8 15 
9 10 
10 10 
II 15 
12 5 
13 10 
ta 25 
15 20 
16 5 
17 1S 
18 5 
19 28 
20 25 
21 IS 
22 20 
23 20 
24 1S 
ok 
26 20 


Unit: Bible Story. Age: 10 Years. 


A2 


30 


20 


5 


Br B2 Total 

I5 25 100 COMMENT OR CRITICISM. 

10 20 75 Religious value. Merely a fact state- 
ment. 

10 15 45 Over-aged. Meaningless. 

10 20 65 Lacks functional value. In language 
suitable to age. 

5 15 40 No religious value. Mere fact state- 
ment. 

10 15 70 Good appeal. Language over-aged. 

5 15 45 Incident without appeal. Over-aged 
appeal. 

10 I5 65 Good appeal. Slightly difficult. 

5 10 40 Lacks functional value. Wording 
difficult. 

5 10 30 No religious value. 

5 10 35 Over-aged concept. Difficult language. 

8 15 48 Lacks religious appeal. Language dif- 
ficult. 

5 10 25 No functional value. Difficult. 

5 15 35 Lacks appeal. Incomplete idea. 

10 20 75 Good concept. Somewhat difficult. 

10 20 65 Good concept. Difficult for child. 

5 10 25 Incomplete idea. Nol literary merit. 

5 10 40 Over-aged concept. Too long. 

3 15 28 No religious value for child. Difficult 
presentation. 

I2 25 90 Religious value. Within child’s grasp. 

Io 15 60 Over-aged concept. Lacks functional 
appeal. 

5 15 45 Lacks functional appeal. Fact state- 
ment. 

IO 10 50 Over-aged. Brief and simple. 

5 10 45 Concept too difficult for child. 

5 10 40 Difficult concept. 

10 15 50 Good concept. Difficult for child. 


*No memory verse for No. 25. 


110 LUTHERAN GRADED SERIES OF S. S. MATERIALS 
MEMORY WORK IN THE LUTHERAN GRADED SERIES. 
Unit: Bible Story. 10 year old pupils. 


LESSON No. REFERENCES. LESSON NO. REFERENCES. 


1 Luke 2:11 14 John 6:35 | 
2 Luke 2:30 15 Matt. 17:5 
3 Matts2:25 016 Luke 10:37 
4 Mate 215 ult Luke 15:21 
5 Luke 2:49 18 Luke 16:29 
6 Matt. 3:14 19 Mark 10:14 
ff Matt. 4:10 20 John 11:25 
8 sonnel viet Matt. 2125 
9 Luke 5:5 22 Luke 22:42 
10 Matt osiomon Isavoaco 
ik Matt. 8:27 24 Phil 228 
12 Luke 8:52 25 (Lacking) 
13 Luke 7:16 26 Acts 2:17 


BIBLE READINRS. 
Age: 11 Years. 


“Bible Readings’ is designed for children eleven years 
of age. It was not included in the original plan of the 
Lutheran Graded Series, but when it was discovered that 
the text entitled “Bible History” was too difficult for this 
age, “Bible Readings” was introduced into the series. 

Aims of the text.—The nature of the text is described 
in the Preface as follows: “In this grade, therefore, we 
present a large additional number of Bible stories and 
selections, to be read and studied in the very text of 
Scripture, and as the choicest specimens of literature for 
youth in the English language.” The volume aims to oe 
a book of precepts and contains “fa number of Proverbs, 
Biblical sayings and Biblical admonitions and words of 
wisdom.” The author of the text maintains “The power 
of proverbs and adages over the common mind is very 


LUTHERAN GRADED SERIES OF S. S. MATERIALS 111 


great, and if the proverbs known and used are the Word 
of God itself, the scholar possesses one of the best pos- 
sible weapons against the assaults of the Evil One.” 

Structure of the text.—The text contains fifty-two les- 
sons. Twenty-six lessons are devoted to New Testament 
materials and twenty-six to Old Testament lessons. 
This arrangement is followed, as in the previous text- 
book, in order to conform the instruction to the Church 
Year. The first lesson is designed to be used on the 
First Sunday in Advent. There is very little evidence of 
conforming the lessons to the Church Year aside from 
this general principle of the New Testament material 
preceding the Old Testament material, and the fact that 
the text is designed to begin with the opening of the 
Church Year. 

Structure of the lesson.—Each lesson is constructed on 
the general plan of occupying four pages of the text-book. 
The order of materials is as follows: a design of the Bible 
and a design of a scroll; (in the mortice of the former is 
carried the names of the books of the Bible and other 
facts which are learned by the pupils each Sunday. The 
scroll mortice carries each week a treatment of the 
Church Year and of Biblical facts); questicns bearing 
on the facts stated in the two designs; the lesson story; 
the memory works; questions on the lesson stovy; o2ca- 
sionally additional stories with questions; and occasion- 
ally a memory hymn with questions bearing upon it. 

The structure of the lesson presents too great a variety 
of materials and these are placed in a confused order, es- 
pecially in the case of the memory work being placed at 
the bottom of the page in the midst of the story. 

The two mortice designs are rather crude; and their 
appearance in each lesson for the fifty-two Sundays leads 
to monotony. 

Subject matter.—The material of instruction is en- 
tirely Biblical, the exact words of the Bible heine used 
in the lesson treatment. In the entire text, 726 verses 
from the Old Testament are used, and 598 verses from 
the New Testament. Among the Old Testament sources 


112 LUTHERAN GRADED SERIES OF S. 8S. MATERIALS 


the book of Psalms takes first rank, with a contribution 
of 105 verses. The book of Kings follows with 102 
verses. From the New Testament materials, Matthew 
makes the largest contribution with 203 verses; Luke 
following with 109 verses. The materials are distrib- 
uted among the types of materials as follows: Old Testa- 
ment narrative, 468 verses; Prophecy, 116; Wisdom, 16; 
Poetry, 126; Synoptic Gospels, 366; Gospel of John, 63; 
Acts, 98; Epistles, 57; and Apocalyptic materials, 9 
verses. 

While the text sets out to be a “precept book,” it uses 
far more narrative material than any other type. Old 
Testament narrative, the Synoptic Gospels and the Book 
of Acts furnish the greater part of the content materials, 
with little from the Psalms, the Wisdom literature and 
the Prophetical books. A precept book should draw 
more heavily upon the latter sources. See Charts No. 
9, Page 116; No. 15, Page 174). 

As desirable as a “precept-book” may be for this age, 
it would seem to teach precepts through action-stories 
involving great ideals and heroic action in concrete situ- 
ations. 

The text lacks greatly in the use of suitable extra-Bib- 
lical material, which could be used to great advantage. 
with pupils of this age. 

Since the Lutheran Church rests so strongly upon in- 
struction of Luther’s Catechism as a part of a child’s re- 
ligious education, and the Lutheran Graded Series is sup- 
posed to take this into account, it would be expected that 
this text designed for eleven year old children would 
carry some catechetical material, for it is at this age that 
children begin to enter classes in the study of the Cate- 
chism. 

No material directly designed to cultivate the mission- 
ary spirit and lead to the missionary attitude is found in 
text. Also, suggestions for service activities are lacking. 

The text places emphasis upon grasping Biblical 
knowledge. Little emphasis is placed upon the deeper 
personal experience and application of the truths; only 


LUTHERAN GRADED SERIES OF S. S. MATERIALS 113 


meager attention is given to the needs of society; and 
only slight reference is made to the meaning of the 
Church and Church membership. 

The book contains no pictorial illustrations which could 
be used to great advantage with children of this age. 

Memory materials—Fifty-eight memory passages are 
assigned to the fifty-two lessons in the text. Nearly one- 
half of all the memory passages are from the book of 
Proverbs. In this respect the text measures up to its 
ideal to be a “‘precept-book.”” The memory material of 
this text judged in the light of its form and content for 
pupils of eleven years of age, is about fifty per cent. ef- 
ficient. Of the 58 memory passages, those best adapted 
to children of this age-group are from the book of Pro- 
verbs. Among the better passages are the following: 
“My son, hear the instruction of thy father, and forsake 
not the law of thy mother.” (Prov. 1:8); “Ye are my 
friends if ye do whatsoever I command you.” (John 
15:14) ; “Do good to them that hate you.” (Matt. 5:24); 
“If thine enemy be hungry, give him bread to eat; and if 
he be thirsty, give him water to drink; for thou shalt 
heap coals of fire on his head and the Lord shall reward 
thee.” (Prov. 25:21-22). 

In contrast to the above passages are the following 
less suitable selections: “He that winneth a soul is wise.” 
(Prov. 11:30) ; “A false balance is an abomination to the 
Lord; but a just weight is his delight.”” (Prov. 11:1); 
“Ye know that ye were not redeemed with corruptible 
things, but with the precious blood of Christ, as of a lamb 
without blemish and without spot.” (I Peter 8:18-19) ; 
“Choosing rather to suffer affliction with the people of 
God than to enjoy the pleasures of sin for a season.”’ 
(Heb. 11:25). 

Worship material.—The text contains eighteen hymns. 
In the main, they are related to the day’s lesson. No mu- 
sic accompanies the hymns, nor is there reference to the 
place where the music can be found. The emphasis ap- 
pears to be on the matter of memorizing the hymns, 
rather than upon their use in the worship of the class or 


114 LUTHERAN GRADED SERIES OF S. S. MATERIALS 


school at the time of the lesson. It is rather a part of 
the content of the day’s subject matter than a part of the 
program of worship. The hymns are of a standard 
grade, but are chiefly hymns for adults. The content is 
beyond the grasp and comprehension of the child of elev- 
en years. Among the hymns appearing in the text 
are: “O Sacred Head, now wounded;” “Just as Iam with- . 
out one plea;” “I was a wandering sheep;” and “Jesus, 
sinners doth receive.” 

The text contains no prayers, liturgies, or ritual. The 
last two are probably lacking because these elements are 
taken care of in the books of worship provided for the 
Sunday School. The General Council which originated 
the Lutheran Graded Series, published at various times 
Sunday School Hymn Books containing orders of worship. 
However, it is a sad neglect for this text under discussion 
to be lacking in suitable prayers for children of this age. 
The prayer life of the child should develop along with the 
content material of his instruction. The class instruc- 
tion period affords an opportunity for training in the 
prayer life, which the general assembly of the Sunday 
School does not. 

Treatment of materials.—As indicated above, the ma- 
terials of this text are Biblical and are taken verbatim 
from the Bible text. There is no attempt at re-telling 
the stories with suitable climaxes and other features to 
make them appeal to youth. 

There is no provision for dramatization, pageantry, 
problems, projects, or topics for discussion. 

Questions are attached to each narrative from the Bi- 
ble. They are also attached to the hymn materials to be 
memorized. In most cases the questions call for fact 
answers, with little provision for original thinking or re- 
search. 

From Lesson XXXVI, dealing with Deborah and 
Barak, we select the following questions, typical of those 
throughout the book: “Who judged Israel at that time? 
Where did she dwell? What did she say was to be 
Barak’s army? Whom did Deborah promise to deliver 


LUTHERAN GRADED SERIES OF S. S. MATERIALS 115 


to Barak? At what river? What did Barak ask of De- 
borah? What did Deborah reply? 

These questions allow no place for original thought or 
study. 

No provision is made in the text for activities of any 
kind, neither those that aim ‘‘to fix the truth in the child’s 
mind,” that “Aim to make the truths register in experi- 
ence,” nor “that seek to express truth in conduct.” The 
text 1s an information content book. 

Pedagogical provisions to aid the pupil and teacher.— 
There is no manual to accompany the text for the teach- 
er. All pedagogical aids for the pupil and teacher are 
contained in the text. The aids comprise the questions 
that accompany each lesson; an outline of the events in 
the lives of the Old and New Testament Saints, and of 
the life of Jesus; an outline of the events in the books of 
the Bible from Genesis to Revelation; and a glossary of 
difficult words. 

There is no treatment of the nature of the pupil for 
the guidance of the teacher, no maps, charts, or sugges- 
tions for supplementary reading. 

Concluding remarks.—It will be seen from the above 
that “‘Bible Readings” is open to considerable criticism 
as a suitable text in religious education for children of 
eleven years of age. Each lesson contains too much ma- 
terial to be treated successfully in one lesson. Too many 
ideas are presented in each treatment, and the ideas are 
not always related to a central theme or thought. In 
many respects the text is over-aged, the materials and the 
questions being beyond the grasp of the eleven year old 
child. In some cases the assigned memory work includes 
a hymn, a large Scripture passage, and a smaller passage. 
This is too much for the pupil’s capacity and the time al- 
lowed for the work. 

A mere revision of this text would not bring it up to 
the standards that now prevail in texts for religious edu- 
cation. 


116 LUTHERAN GRADED SERIES OF S. S. MATERIALS 


CHART NO. 9. 


BIBLICAL SOURCES OF LESSONS IN THE LUTHERAN GRADED 
SERIES. | 


Unit: Bible Readings. 11 year old Pupils. 


OLD TESTAMENT 
NEW TESTAMENT 


OLD TESTAMENT: 


Psalms 105 
I Kings 102 
Genesis 99 
Daniel 53 
Exodus 43 
I Samuel 48 
II Chron. AT 
Isaiah 37 
Joshua 4 
II Samuel 33 
Jonah 2) 
Judges 19 
Numbers 17 
Job 16 
II Kings 14 
Proverbs 14 
Deuter. 7 
Eccles. 7 
Obadiah 1 


VERSES 
726 
593 

NEW TESTAMENT: 
Matthew 203 
Luke 103 
Acts 98 
John 68 
Mark 54 
I Cor. 16 
II Tim. 13 
I Tim. 10 
Revelations 9 
I John {i 
II Peter 3 
Romans 2 
Galatians ye 
Philippians 2 
I Thess. 2 


BIBLE READINGS. 


Age: 11 Years. 


I. Mechanical features—(1) The questions are in 
a tvpe face too small compared with the type of the main 
body. The contrast is not pleasing. We allow 25 points 


LUTHERAN GRADED SERIES OF S. S. MATERIALS 117 


out of 30. (2) The attractiveness of the opening page 
is lessened by the two crude mortices. A great variety 
of type appear on this opening page. We allow 10 points 
out of 15 points. (8) No section headings appear in 
the book. No black face type appears after the first page 
of each lesson. We allow 8 points out of 10 on this fea- 
ture. (4) No pictorial illustrations appear in the book. 
For pupils of this age pictures ought to be supplied. 
The two designs on the opening page of each lesson are 
unattractive. We allow 0 on this point. (5) The 
book is well bound. The side title could be more attrac- 
tive. A back title should be added. We allow 25 points 
out of 30. Total: 68 points out of 100 on mechanical 
features. 

II. Literary technique—(1) The material is taken 
directly from the Bible and is not rewritten. On the se- 
lection of material as to elegance of diction, we allow 40 
points out of 75. (2) Narrative material lacking pull 
and climaxes has been selected. Some of the mater al 
selected from the Bible is over-aged for this age group. 
We allow 40 points out of 75 points. Total: 80 points 
out of 150 points on literary technique is given. 

III. Content—(1) The text shares with the entire 
series the general emphasis upon knowledge rather htan 
attitudes. Personal needs of the pupils are not empha- 
sized. We allow 50 points out of 150. (2) No sozial 
projects, problems, or complications are emphasized in 
the text. Only by the teacher’s application of certain 
passages would the social aspect of religion be brought 
out. We allow 25 points out of 150 points. (3) While 
the Church Year idea is emphasized in the text, little else 
bearing upon the Church and its meaning in the life of an 
individual is emphasized. Nothing bearing upon the en- 
terprises of the Church is discussed in the text. We al- 
low 25 points out of 100. Total: 100 points out of 400. 

IV. Pedagogical provisions to aid the learner.—(1) 
The text aims to emphasize proverbs for daily use. But 
this aim does not function throughout the text. Histor- 
ical material supplants didactic. We allow 20 points out 


118 | LUTHERAN GRADED SERIES OF S. S. MATERIALS 


of 40 points. (2) Only one form of lesson organization 
prevails throughout the text. Biblical materials are 
given and questions are attached. Little variety is dis- 
played, and no special efforts to develop the interest of 
the pupil are in evidence. We allow 10 out of 40 points. 
(3) Questions are the only provisions for controlling or 
stimulating study. We allow 10 points out of 40. (4) 
No suggestions are made for concrete applications of the 
lesson to daily life. Sufficient suggestions are made in- 
directly to warrant a score of 5 points out of 40. (5) 
The materials from the Bible and the questions upon this 
material, cling closely to the immediate facts related. 
Very little additional material is given to link the instruc- 
tion with the expanding experience of the pupil. We al- 
low 5 points out of a possible 40 points. Total: 50 points 
out of 200 points on pedagogical provisions to aid the 
learner. 

V. Pedagogical provisions to aid the teacher.—(1) 
The only teaching aids available in the helps for the 
teacher, in addition to the questions in each lesson, are 
the points brought out in the preface, an outline of the 
events in the lives of the saints, and of Jesus, an outline 
of the events in the Old Testament, and a glossary of 
difficult words. The text is allowed 20 points out of a 
possible 72 points. (2) For the individual lesson only 
questions are supplied to guide the teacher. On this fea- 
ture the text is allowed 25 points out of a possible 75 
points. Total: 45 points out of 150 points on pedagog- 
ical provisions to aid the teacher. 

The text receives on all feaures 343 points out of a 
possible 1000 points. 


LUTHERAN GRADED SERIES OF S. S. MATERIALS 


SCORE CARD EVALUATION. 
Unit: Bible Readings. 


Age: 11 Years. 


si 
09 oy 
> Z 
wn oO 
ai os 
PN EPAINIGA TOE RA LURES Wetie ale iiles das ebeeu 
TEM CU Crore ttre UR are cacicla ce ale bis Leite 30 25 
aur A thractivenes SON Page ocue. te ss ees 30 IS 
ArarOrPatizationvol thespageyue as selec 10 
- PICtOLia hIlUSte At IONS a. wes tek vale ck oe's 15 fe) 
RU Ortn ANG DICT eal acca Ga sie ete 30 25 
1B) a ad 8 Sas Od BO) ek OS Od Sn RP eaten a me Uh 
1,/e General literary meriteweor ye, oe 75 40 
2. Appropriateness of style to age 
Hus Pupils Meenie dee cists dame ct tae 75 40 
BLE CORON TEU ING eis beim cir Crain ON varies it alee ght te ays hee 


I. Fitness of materials to meet needs 
centering primarily in the 


PCA V ICAL ast et hake s ica’ ole 150 50 

2. Fitness of materials to meet needs 
centering primarily in society... 150 25 

3. Fitness of materials to meet needs 
centering primarily in the Church 100 35 
IV. PEDAGOGICAL PROVISIONS TO AID THE 
POPLIN Tey Tree ates: Sen kere Caras Mi a Mer este alee & arieles 

1. Evidence of the functioning of an 
PTT WEE AIEEE EGS ON ll San ely A 40 20 

2. The proper use of various types or 
forms of lesson organization .... 40 10 
3. Provisions for controlling study ... 40 10 


4. Provisions for insuring functioning 

of instruction in daily life and 
CONdUGER OL PUDIS Pane ree eee we 40 5 

5. Provisions for enriching and ex- 

panding experience in ways opened 

up by the lesson but Oe ate: 


BDO VOR erties okiioe ate ibaa 5 
We PEDAGOGICAL PROVISIONS TO AID tidal 
re As PTC Ree terre etic lunes OLN Mee) cea rue Es (Ste 
1. Teaching helps involved in the or- 
ganization of the book as a whole. 75 20 
2. Teaching helps involved in the indi- 
viduals lESSOri ew ee aos carte ces 75 25 
POOL AL cis lok oe eee PIL ala ake is cian dele allele 


"ysoystEy 


119 


Dy pamoriy 


80 


100 


50 


120 LUTHERAN GRADED SERIES OF S. S. MATERIALS 


Highest 
Score. 
Score 

Allowed 

No. 1 


Oo NN MAWLH 


EVALUATION OF BIBLICAL MEMORY WORK. 


Unit: Bible Readings. Age: 11 Years. 


At A2 Bi B2 Total 


30 


30 


I5 25 100 


22 
22 
20 
20 
20 


20 
22 


Io 


10 
10 
15 
10 
10 


15 


15 
20 
IO 
10 


10 


15 
15 


20 
10 
15 
10 


COMMENT OR CRITICISM. 


Good concept. Slightly over-aged. 

Religious value. Slightly difficult. 

Concept difficult. Over-aged. 

Religious value. Good diction. 

Religious meaning. Good _ diction. 
Somewhat over-aged. 

Concept over-aged. 

Good concept. Within reach of pu- 
pil. 

Negative rather than positive. Low 
religious appeal. 

Good sentiment. Little difficult. 

Difficult concept and diction. 

Good concept. Simple presentation. 

Good concept. Difficult figure. 

Negative convept. Low appeal. Too 
long. ‘ 

Good appeal. Slightly difficult for 
this age. 

Negative emphasis. Difficult. 

Religious value. Positive. Simple. 

Negative emphasis. Incomplete. 

Too deep theological concept. Too 
long. 

No appeal. Over-aged. Beyond the 
child. 

Somewhat abstract. Too long. ( 

Good concept. Somewhat § difficult 
for child of this age. 

Good religious message. Simple. 

Incomplete idea. No appeal. 

Over-aged. Wrong emphasis for child. 

Good ccncept. Figurative element. 
difficult. 


LUTHERAN GRADED SERIES OF S. S. MATERIALS dbo 
MEMORY WORK IN THE LUTHERAN GRADED SERIES. 
Unit: Bible Readings. 11 Year Old Pupils. 


Lesson No. References. 


1 Acts 16:31 14 Mark 8:36 

2 Rrovinus fap I John 4:20 

3 Provii3:159716 Rev. 2:10 

Num. 32:23 17 II Cor. 5:10 

4 Prov. 1:10 18 I Peter 1:18-19 

5 Prov. 4:-8 19 Jno. 15:20 

Prov. 10:7 20 I Cor. 6:20 

6 Brov..Li30ee21 II Cor. 5:15 

7 Proveelesatens John 15:14 

Prova: lca John 10:4 

8 Matt. 4:10 24 OPsrib is 

9 Proven Gl Suaeo Col. 3:1 
10 Prove Lisl 
11 Matt. 6:24 
12 Prov. 24:20 
123. Prove) 122s 


BIBLE HISTORY. 
Age: 12 Years. 


“Bible History” was originally prepared for children 
eleven years of age but when it was found too difficult for 
these children it was advanced in the course to be the text 
for children twelve years of age. 

Aims of the Unit.—< ‘Bible History’ is essentially a 
reading book. Scholars are now expected to become 
readers of a series of events in their connections. There 
is much more for them to do and to think than in the pre- 
ceding grade. In Bible Story they were taught to note 
and examine. In Bible History they are to be taught to 
remember in bulk. They are to carry a whole series of 


122 LUTHERAN GRADED SERIES OF S. S. MATERIALS 


events in their minds and narrate them.” (Catalogue 
1915). 

One objective of the text is brought out in the state- 
ment: “The result will be an insight into the life of Christ 
and into Bible History in their relations and a connected 
hold on the train of events, which is not to be expected of 
scholars brought up on the lesson-leaf system.”’ Preface, 
Page i). 

A purely intellectual aim dominates the text. As 
stated above, the ideal is to build into the mental furnish- 
ings of the child the facts of the life of Stats and the 
Old Testament narratives. 

There is great need to supply the child with the con- 
ceptual elements of the Christian religion, but to stop 
with emphasis upon the intellectual and knowledge as- 
pects of education is faulty. 

The aims of such a text ought to further and lay down 
principles for the development of Christian attitudes and 
training in the expression of the Christian religion in 
personal conduct, in response to the demands of society, 
for preparation for Church membership, and for service 
to the world through the Church. 

Structure of the Text.—The text contains fifty-two les- 
sons. 'Twenty-six lessons are devoted to New Testament 
subjects and twenty-six to Old Testament subjects. This 
follows the general plan of the Series to open every text 
with New Testament materials which will be used in the 
season of the Church Year emphasizing the life and work 
of Jesus. 

Structure of the Lesson.—Four pages of the text are 
devoted to each lesson, which comprises the following sec- 
tions: the Scripture to be learned; what the catechism 
teaches; the lesson; an additional story; and summary 
of events. It would seem more desirable to concentrate 
upon one story rather than to provide two or three stories 
for the same day’s lesson. Often these separate stories 
are unrelated. 

Subject Matter.—The basic material of this unit like 
that of the entire series is Biblical, but is not given in 


LUTHERAN GRADED SERIES OF 8. S. MATERIALS 123 


Scriptural language. The material is treated in such a 
manner as to warrant classifying it as quasi-Biblical. 

The material treats of the life of Jesus, the early Chris- 
tian Church, the missionary journeys of Paul, the early 
materials of Genesis, the history of Israel, and the mes- 
sages of the prophets. 

More Biblical references are given in this text than in 
any other of the series. References to 11,141 verses in 
the Old Testament and to 4,508 verses in the New Testa- 
ment are made. The book of Genesis is heavily drawn 
upon, with Exodus ranking second. Eighteen books of 
the Old Testament supply material, while 9 of the New 
Testament contribute to the basic materials. From the 
New Testament the Book of Acts supplies the largest 
amount of any New Testament book, with Luke, John 
and Matthew following closely in order. 

Almost three times as much Old Testament material as 
New Testament material is referred to in the same num- 
ber of lessons. 

This disproportion of materials to be used in the same 
amount of time seems too great. (See Chart No. 10, 
Page 128). 

Of the Old Testament materials the narrative type 
ranks highest in the list of contributions. Prophecy is 
the only other type of material coming from the Old Tes- 
tament. While the Wisdom Literature would be unsuit- 
able for this age, some poetical material, especially from 
the Psalms, could well be used. 

From the New Testament, the Synoptic Gospels and 
the Book of Acts supply the highest amounts. Consider- 
able material comes from the Apocalyptic literature of 
the New Testament, which does not seem desirable for 
this age-group, nor for an historical treatment of the 
Biblical materials. (See Chart No. 15, Page 174). 

The Biblical selections were made without due regard 
to the capacities, limitations, and needs of this age-group. 
The text contains plenty of material to acquaint the pu- 
pil with the literature of the Bible, but there is little em- 
phasis upon the religious attitudes and concepts to grow 
out of this material. 





124 LUTHERAN GRADED SERIES OF S. S. MATERIALS 


No emphasis is given in the treatment of the material 
to bring about training in the fundamental virtues. No 
material appears in the text dealing with training in 
worship, prayer, and ritual. 

While the text deals with the history of Paul’s mis- 
sionary journeys, the treatment of the material does not — 
emphasize modern missions and the opportunity to en- 
gage in missionary service. 

This unit is the only one in the series which contains 
material taken directly from Luther’s Catechism. In 
view of the fact that this text was intended for eleven 
year old children and is now the text for twelve year old 
pupils, this is the desirable place to insert catechetical 
material if it is to be introduced at any point in the 
series, for it is the age at which children enter the cate- 
chetical classes. 

The Catechism of Luther consists of five parts: (1) 
The Ten Commandments; (2) The Apostles’ Creed; (8) 
The Lord’s Prayer; (4) Baptism; (5) The Lord’s Sup- 
per. 

A portion of one of the five parts of the Catechism ap- 
- pears with each lesson. 

The treatment of the catechism in this text is open to 
several criticisms. The material of the catechism is not 
used in a consecutive order, but is promiscuously distri- 
buted throughout the book. 

The selections of catechetical material for the fifty-two 
consecutive lessons are made from the various parts of 
the Catechism in the following order: 2-2-4-2-4-3-1-1-3-1- 
2-2-3-3-5-blank-2-2-3-2-2-3-4-1-3-3-2-3 -3-1-1-4-3-3-1-3-1- 
1-1-3-3-1-3-3-confession-1-3-1-1-3-3. 

It would seem that if the catechism is to be treated in 
this text, it would be treated in a more consistent man- 
ner, completing one part of related material at a time. 

Only occasionally is there a correlation between the 
general lesson of the day and the catechetical material 
assigned for that day. 

The entire catechism is not used by this method of dis- 
tribution throughout the year’s work in the text-book. 


LUTHERAN GRADED SERIES OF S. S. MATERIALS’ 125 


Art Materials.—A pictorial illustration accompanies 
lesson. For the most part, these pictures are from the 
masters. The illustrations are, however, entirely too 
small to be of much value. They measure, on the aver- 
age 1144 by 14%4 inches. Many of the pictures are indis- 
tinguishable in this size. 

Memory Materials—The memory material of this unit 
is selected from the Scriptures and from the catechism. 
Each lesson carries a full page (one of the four devoted 
to the lesson) of memory material. This material is too 
extensive for the brief time alloted for Sunday School 
lessons under present conditions. Up to this point in 
the Series the units have carried only a brief memory 
verse or part of a verse for each lesson. In this unit, as 
many as six or seven verses are given for a lesson, in ad- 
dition to the catechetical material that is to be memo- 
rized. 

Among the memory passages the 23d Psalm is assigned 
for the Eleventh Sunday. This is suitable and service- 
able for this age of pupil. 

Other suitable memory passages are the following: 
“The Lord is in His holy temple; let all the earth keep 
silence before Him,” (Hab. 2:20) Lesson, Chapter III; 
“For God so loved the world that he gave his only begot- 
ten son, that whosoever believeth in Him should not 
perish, but have everlasting life.” (John 3:16) Lesson, 
Chapter III; the Beatitudes (Matt. 5:3-9) Lesson, Chap- 
ter VI. | 

A less suitable memory passage is: “Who is he that 
-condemneth? It is Christ that died, yea rather, that is 
risen again, who is even at the right hand of God, who 
also maketh intercession for us. 

“Who shall separate us from the love of Christ? Shall 
tribulation or distress, or persecution, or famine, or 
nakedness, or peril, or sword? 

“Nay, in all these things we are more than conquerors 
through him that loved us. 

“For I am persuaded that neither death nor life, nor 
angels, nor principalities, nor powers, nor things present, 
nor things to come. 





126 LUTHERAN GRADED SERIES OF S. S. MATERIALS 


“Nor height, nor depth, nor any other creature shall 
be able to separate us from the love of God, which is in 
Christ Jesus our Lord.” (Rom. 8:34-39) Lesson, Chap- 
ter XIX. 

This passage is too difficult, too long, and too remote 
from the child’s life to be of service to a pupil of this age- 
group. : 

Worship Material.—No songs, prayers, hymns, rituals, 
or order of service of any character appear in the text. 

Treatment of Materials—The basic Biblical material 
for this text is rewritten in narrative form with only a 
succession of incidents, with no attempt at climaxes, or 
points of stress and emphasis. The general principles 
of story-making or story-telling are not followed. 

There is no provision for the pupil to express himself 
through hand-work or projects. No directions are given 
for the dramatic presentation of any materials or ex- 
pression in pageantry. 

The knowledge emphasis prevails in this text, as in the 
others of the Series. 

Pedagogical Provisions to Aid the Pupil and Teacher. 
—The only material appearing in the Scholar’s volume 
which can be recognized as a pedagogical aid, is the 
“Summary of Events” at the close of each lesson. This 
is in the nature of a device to aid the pupil to organize in 
his mind the main points of the lesson. 

The text lacks in maps and charts which would add 
greatly to the value and usefulness of the materials. 

A teacher’s volume accompanies the pupil’s volume. 
This volume has in addition to the material contained in 
the pupil’s volume, a page for each lesson. This page of 
material is entitled “Teacher’s Guide.” It consists of 
suggestions for the approach to be made by the teacher, 
a series of questions and additional explanations, and 
then a summary entitled “What we learn” from the chap- 
ter studied. This latter consists of four or five main 
topics as summaries of the thoughts of the lesson. 

A prefatory page on ‘‘How to teach with this book” 
offers useful but insufficient suggestions to the teacher in 
reference to the nature of the text. . 


LUTHERAN GRADED SERIES OF S. S. MATERIALS 127 


Concluding Remarks.—From the standpoint of a text- 
book designed only to give information, this unit can be 
critized in the light of more recent volumes on Biblical 
History. But a text in religious education should seek 
to do more than give information; it should be con- 
structed to bring about the development of Christian at- 
titudes and skills in prayer, worship, and Christian ser- 
vice. These latter are lacking in this text. The text is 
not so constructed that by a mere revision all the desir- 
able features could be included. 





128 LUTHERAN GRADED SERIES OF S. S. MATERIALS 


Ghart Hoe 10. 


BIBLICAL SOUROES OF LESSONS IN THE LUTHERAN GRADED SERIES. 
Unit: Bible History. 12 year ola pupils. 

Versea 
Ola Testament ligl4 





New Testament 4, 508 





O1lg Testament: 





Genesis 15338 
Exodus . 1213 
Deut eronony 959 
Leviticus 867 
I Kings 615 
II Chrone 787 
II Kings 675 
IySamuel 668 
Joshua 655 
Numbers 624 
Judges 

Nehemiah ae 
I Samel ae 
Ezra 280 
Daniel 196 
Ruth 85 
Jeremiah 1a 
New Testament: 

Acts 1027 
Luke 934 
Matth, 751 
Mark 489 
Revelation 404 
James 27 
I Peter 25 
Galatians 2] 





LUTHERAN GRADED SERIES OF S. S. MATERIALS 129 
Bible History. 
Age: 12 Years. 


I. Mechanical Features.—(1) In general the type dis- 
play is good, but fewer faces on the same page would be 
an improvement. The type announcing the chapter 
number (e. g. “Chapter XV’’) is too small compared with 
the other title type. We allow 25 out of 30 points on this 
feature. (2) The attractiveness of the page would be 
improved by moving the present indented paragraph 
titles to paragraph headings. The broken block of the 
paragraph is not as desirable as the solid paragraph. We 
allow on this point 10 out of 15 points. (8) The lack of 
uniformity of type in the body of the lesson and the sum- 
mary of events distracts from its appearance. We allow 
8 points out of 10 on this feature. (4) An initial illus- 
tration appears with each chapter. Many of these are 
from the masters. They measure 114 by 114 inches. At 
this size they are too small for practical purposes. Fewer 
pictures of a larger size would better serve the purpose. 
We allow 7 points out of 15 points. (5) The book is well 
bound. It carries both a side and a back title and the 
two volumes are distinctly marked ‘Scholar’ or 
“Teacher.” We allow 28 points out of 30 points. Total: 
78 points out of 100 on the mechanical features.. 

II. Literary Technique.—(1) The material is rewrit- 
ten Biblical material. Very little originality is shown in 
arranging climaxes in the material. The style is pro- 
saic. We allow 40 points out of 75. (2) The material 
is rather over-aged. It is narrative material without 
stress on any particular points. We allow 40 points out 
of 75. Total: 80 points out of 150 points. 

III. Content.—The text aims to give a connected nar- 
rative of the content of the Bible. There is little or no 
organization of the material with a view of meeting the 
needs of the pupils in daily life. We allow 50 points out 
of 150 points. (2) No specific directions for applying 
the material to social needs and problems appear in the 


130 LUTHERAN GRADED SERIES OF S. S. MATERIALS 


text. Any application along this line would have to be 
made by the teacher. We allow on this point 25 out of 
150 points. (38) No material in the text touches upon 
Church membership, other than the catechetical features 
which stress only intellectual comprehension. No enter- 
prises of the Church are presented. We allow on this — 
point 25 out of 100 points. Total: 100 out of 400 points. 

IV. Pedagogical Provisions to Aid the Learner.—(1) 
The Biblical-information aim prevails in this text. It is 
carried out quite well. We allow 30 points out of 40. 
(2) There is no variety in the type of lesson presenta- 
tion. No special effort is shown in stress and neglect of 
various topics. We allow 10 out of 40 points. (3) The 
only provision for controlling study for the pupil is the 
“Summary of Events.” We allow on this feature 10 
points out of 40. (4) No correlation is made between 
truths and principles taught and every day relationships. 
No suggestions for activity in applying the lessons, are 
given. We allow 5 out of 40 points. (5) No incidental 
references are made to contemporary life in applying the 
lesson. No hand work is provided. No special enrich- 
ing information is given. We allow 10 out of 40 points. 
Total: 65 out of 200 points. 

V. Pedagogical Provisions to Aid the Teacher.—(1) 
Two pages of introductory material in the teacher’s vol- 
ume give suggestions for the use of the book. We allow 
25 points out of 75 points. (2) The teacher’s volume 
gives a page to each lesson in addition to the helps in the 
pupil’s volume. A summary of the chief points of the 


lesson is.also added. We allow 50 out of 75 points. — 


Total: 75 out of 150 points. On all features of this text 
we allow 398 out of 1000 points. 


LUTHERAN GRADED SERIES OF S. S. MATERIALS 


SCORE CARD EVALUATION. 
Unit: Bible History. 


Age: 12 Years. 


= > 
09 roy 
= 2 
; 2 o 
a Pa 
PESTS ITPUNICA LSE HAT LURES Ores le biel. ovdwcee dl 
pol M4 Dean Lore ine: Lag ae be SOAR RIUTR 9600 5 ae i 30 25 
BM MACETACTIVElSSS/ OL DAGEl el oes. cas ce 15 10 
so Oreamzationv or the pagers. soc... < 10 
te PP ICCOTIALVALUSTHALIOMIS er cide le siete: o's 15 
Sa errors ANG DINING id he asea sou 30 28 
Tee Bie wARY, CE CHNIQUE: Boies. Tete eae abies 
1, Genéral literary: merith 6 oo. loco. 75 40 
2. Appropriateness of style to age of 
PULSE tai cata she ea ceed ieee ate wie aiid 75 40 
MRED INGORUIN Duet asta cise tee said tem ikcieahthre vis ata gitar 


1. Fitness of materials to meet needs 
centering primarily in the indi- 


PTE TRNAS 2 Gi gee SRS UL SR avai TEAR ag eh 150 50 
2. Fitness of materials to meet needs 
centering primarily in society.... 150 25 


3. Fitness of materials to meet needs 
centering primarily in the Church 100 25 
IV. PEDAGOGICAL PROVISIONS TO AID THE 


RTI eats Pee ec te Ee oe ees bees bisiula dene e aude 
1. Evidence of the functioning of an 
2 UL Meg a IODA AUD DAL RSA bo SR 40 30 
2. The proper use of various types or 
forms of lesson organization ..... 40 10 
3. Provisions for controlling study ... 40 10 
4. Provisions for insuring functioning 
in daily life and conduct of pupils 40 5 


5. Provisions for enriching and ex- 
panding experience in ways opened 
up by the lesson but extending 


TIE WONG EH cen etal oe ke lee ela Pai t 40 10 
V. PEDAGOGICAL PROVISIONS TO AID THE 
ARN a see saa Ps wat elena cela tetaae 

1. Teaching helps involved in the or- 
ganization of the book as a whole 75 25 

2. Teaching helps involved in the in- 
dividual -léssotiwaia byes cee as ees 75 50 
SCD AT is bre as Oe Sane OE OR oie dtd dhe Dattennn cies 


"ysoyStT 


131 


By Pamorly 


80 


100 


65 


132 LUTHERAN GRADED SERIES OF S. S. MATERIALS 


Highest 
Score. 
Score 

Allowed 

No. I 

2 


3 
4 
5 
6 
7 
g 


9 
10 
Ir 


I2 


Unit: Bible History. Age: 12 Years. 


EVALUATION OF BIBLICAL MEMORY WORK. 


AI 


10 


A2 B1 B2 Total 


30 


15 


13 
Id 
IO 
Io 
Io 
15 
Io 
15 
14 


12 
15 


25 100 


Oulu 


(e.) 


20 


53 
40 
55 
53 
60 
90 


50 


COMMENT OR CRITICISM. 


Over-aged. Too long. 

Deeply theological. Too long. 

Religious appeal. Simple. Not as 
long as former two. 

Religious message, but somewhat 
difficult. Length better. 

Good concepts. Simpler language 
than previous verses. 

Good religious appeal. Simple lan- 
guage. Literary merit. 

Figurative. Over-aged. Lack of fun- 
tional value. 

Simple words but selection too long 
for a memory passage. 

Over-aged idea. Figurative symbols. 

Figurative but poetical. 

Religious appeal. Functional. High 
literary appeal. 

Slightly over-aged. In one verse the- 
ologically involved. 

Abstract in first verse. Somewhat 
long. 

Incomplete. Figurative. Too long. 

Difficult passage. Abstract. 

Figurative and abstract. Over-aged. 
Too lengthy. 

Too complex for the child. Too long. 

Doctrinal element beyond child. 

Abstract and doctrinal. Over-aged. 

Figurative, abstract, doctrinal: over- 
aged. 

Beyond grasp of pupil. Complex. 

Religious value. Yet difficult and 
lengthy. 

Too complicated for the child of this 
age. 

Good concepts. Too lengthy. 

Involved diction. Too lengthy. 


LUTHERAN GRADED SERIES OF S. 8S. MATERIALS’ 133 


MEMORY WORK IN THE LUTHERAN GRADED SERIES. 


Unit: Bible History. 
LESSON No. REFERENCES. 


1 Isa. 9:6 
Micah 5:2 

Join 1:14 

2 Phir neht 
Isa. 53 :6-7 

3 Habr2 +20 
* John 3:16 

John 4:10 

4 Mark? si7 
John 14:6 

Matt. 6:33 

5 Matt. 5:20 
Matt. 6:6 

Matt. 28:19 

6 Matt. 5 :3-9 
Natty Zoro 

7 Rom. 8 :16-17 


12 Year old Pupils. 


LESSON No. REFERENCES. 


8 Luke 8:5-8 

Heb. 4:12 

9 John 6:35 

Matt. 16:16 

John 5:68-69 

10 : Ps. 24:7-10 
11 Ps. 23 
12 Matt. 8:20 
Luke 14:11 

Luke 19:10 

tS Johny 11325-26 
Luke 4:18-19 

(Isa. 61:1) 

14 Matt. 25:6, 10, 13 
15 I Cor. 11:23-26 
16 Isa. 52:3-7 
17 Phil. 2:5-8 
18 I Cor. 15:19-23 
John 11:25-26 

19 Rom. 8 :34-39 
20 Acts 2 :22-24, 33, 36 
al Luke 21:16-18 
yd Isa. 60:1-3 
ae Bphy2 :19-22 
24 Acts 17:24-28 


25 II Cor. 11:23, 26, 27, 03 


BIBLE FACTS AND SCENES. 


Age: 13 Years. 


“Bible Facts and Scenes” is designed for children thir- 
teen years of age. Originally a Bible Geography was 


134 LUTHERAN GRADED SERIES OF S. S. MATERIALS 


supplied for this age and the book continues to be pub- 
lished. It was found to be over-aged and “Bible Facts 
and Scenes” was prepared to take its place. The full 
title of the text reads: “Bible Facts and Scenes, and Seed 
Thoughts of Truth.” 

Aims of the Unit.—The text is intended to be “a simple 
and easy geography.” In describing the transition from 
“Bible History” to “Bible Facts and Scenes” the Prospec- 
tus of the Series for 1923 states: “From the weaving of 
history, we turn to the explanation of the details and sur- 
roundings. The aim is to give the earthly background of 
the history that has been studied. Compared with “Bible 
History” the grade is a distinct advance in method.” 
(Page 7). 

The preface states that the text was prepared “some- 
what after the order of a text-book in the public schools.” 
The author adds, however, “‘the lessons are not devoid of 
spiritual and devotional power, for Scripture texts and 
practical lessons are woven directly into the narrative.” 

It is readily seen that this text is constructed primarily 
on lines of the impartation of knowledge and intellectual 
grasp. No doubt such an aim for a general text-book 
is legitimate, but when we evaluate this book as a text in 
religious education for Sunday School use, we maintain 
the aims of the materials should be far broader than 
merely a knowledge-aim, and should include emphasis 
upon character growth and spiritual development. 

Structure of the Text.—This text contains fifty-two 
lessons built around topics dealing with the geography of 
the Holy Land. While the full title is “Bible Facts and 
Scenes,” this is not used in complete form on page 1, the 
beginning of the first chapter, but the shorter title, “Bible 
Scenes,” is substituted. This shorter title is carried as 
the running left-hand page title. It would seem more 
desirable to use the full title on page 1 and if at all possi- 
ble throughout the book, or if abbreviated at any place 
the first element, “Bible Facts’? would seem to be the 
logical choice. 

However, the chapters are not confined to geographical 


LUTHERAN GRADED SERIES OF S. S. MATERIALS 135 


subjects but include purely historical and doctrinal mat- 
ters, as for example: “King Herod and the ruling classes 
in the Holy Land;” “The Miracles that Our Lord Per- 
formed;” “The Last Week of Our Saviour’s Life;” and 
“The Kings of Egypt.” The subjects could, however, be 
justified on the ground of the full title of the book, ‘“‘Bible 
Facts and Scenes.” 

The New Testament material is presented before the 
Old Testament material. This, of course, is on the gen- 
eral basis that it shall conform to the Church Year and 
since the year begins with the Advent season and the 
facts related to the birth and life of Jesus, the New Tes- 
tament material should come first. This seems to be a 
great stretching of the principle to attempt to apply it to 
a Bible Geography. Again, no specific adaptation of the 
material is made to the Church, aside from the arrange- 
ment of New and Old Testament material. 

Structure of the Lesson.—The fifty-two lessons are 
numbered as chapters in the book. Each chapter carries 
a specific title. The material of the chapter is divided 
into brief paragraphs which are numbered. Following 
the treatment of the material there are questions which 
are usually of the same number as the paragraphs in the 
chapter and the questions refer to the corresponding 
paragraphs. 

The paragraphs are numbered without regard to the. 
interrelation of the subjects discussed in each paragraph. 
Frequently several paragraphs will deal with the same 
general subject, but the individual paragraphs within the 
chapter bearing on the same subject are numbered con- 
secutively with paragraphs dealing with unrelated ma- 
terials, and hence all paragraphs are treated as co-ordi- 
nate with every other paragraph. 7 

The general usefulness of the text could be ee ye 
by means of black-face type paragraph headings. 

Subject Matter.—The material of this text is the geo- 
graphical, and incidentally the historical material pro- 
vided by the Bible. This material is organized about 
topics: the Holy Land; its citizens; its general charac- 


136 LUTHERAN GRADED SERIES OF S. S. MATERIALS 


teristics; cities and towns; river and lakes; the moun- 
tains; the missionary journeys of Paul; and special insti- 
tutions of Bible times, such as the calendar and the tem- 
ple. 

As suggested above, the material of this text is built 
upon Bible sources, but there is very little direct refer- . 
ence to these sources. In tabulating the references which 
are given, it is found that more New Testament passages 
are quoted or referred to than Old Testament. Next to 
“In Mother’s Arms’ it has less direct references to Bibli- 
cal sources than any other text in the series; or in other 
words, it has the least direct Biblical references of any 
text assigned for use in the Church School. (See Chart 
No. 11, Page 189). 

As a text-book in geography, the material is fairly well 
selected and is given in language suited to the capacity of 
children of the age for which it is intended. 

As a text-book in religious education, keeping in mind 
the goal as that of the development of Christian person- 
ality through knowledge, attitudes, and skills, the text 
leaves much to be desired. 

The material of the text is of such a nature that it does 
not lend itself to ready application to the religious needs 
of the individual. There is an attempt, however, to make 
spiritual application here and there in the text. 

In Chapter II, “How Citizens Lived in Our Saviour’s 
Day,” we have an example of this combination of histori- 
cal fact and the attempt at spiritual application, in this 
paragraph: ‘‘One day some publicans came to John the 
Baptist anxious to escape the judgment of God, and he 
told them, ‘Extort no more money from others than you 
have a right to take. (Luke 3:13). Taking more 
money from others than we have a right is one of the sins 
of our own time, and we ought to be strictly honest as 
good Christians, in all our dealings with others.” 
(Page 7). 

The above is typical of many such attempts. 

The text abounds in illustrations, there being thirty- 
eight half-tone engravings, and forty-one maps and line 


LUTHERAN GRADED SERIES OF S. S. MATERIALS 187 


cut engravings. Many of the half-tone engravings and 
maps are too small for practical purposes. 

Memory Material—No memory material appears in 
the text. All the previous and all the following texts in 
the series have memory material. While it may not be 
desirable to attach memory material to a geographical 
text-book, the absence of it in this text leaves a gap in the 
otherwise unified plan of the series and leaves defective 
the continuous training of the child in memory work. 

Worship Materials—No worship material, such as 
prayers, songs, hymns, and rituals appear in the text. A 
text designed to be used in the religious development of 
a child should contain materials of this nature. 

Treatment of the Materials.—The text is an organiza- 
tion of the Biblical materials bearing upon the various 
topics. They are gathered from distributed sections of 
the Bible and brought together in unified chapters. 

The material is in descriptive and narrative form. 
Only occasionally is Scripture introduced to substantiate 
the point made by the author. 

Only one lesson type prevails throughout the text— 
the informational type. The material is not treated in a 
manner that will carry over into life. 

Geography in the public schools is now treated with 
effectiveness from the problem-project standpoint. This 
is totally lacking in this text, which was prepared previ- 
ous to recent development of the newer methods. The 
problem-project method, however, could well be adapted 
to Biblical geography. 

Pedagogical Provisions to Aid the Pupil and Teacher.— 
The only pedagogical provisions to aid the pupil in the 
text are the questions at the close of each chapter, and 
the accompanying maps in the text. The text could be 
improved by the addition of chapter outlines to precede 
the text of the chapter; by reférences to additional litera- 
ture; by fuller references to the Bible; by projects to fix 
the material in the pupil’s mind; and by the addition of 
larger maps. 

No material appears in “Bible Facts and Scenes” espe- 
cially designed to aid the teacher. 


a, 


138 LUTHERAN GRADED SERIES OF S. S. MATERIALS 


While “Bible Geography” has been superceded in the 
Series by “Bible Facts and Scenes,” the former continues 
to be in print and available for use by teachers. This 
volume would make an excellent teacher’s manual to ac- 
company “Bible Facts and Scenes.” The chapter titles 
of the two books are almost identical. In Bible Geogra-. 
phy the teacher will find considerable additional material 
of great value in teaching “‘Bible Facts and Scenes.” 

Concluding Remarks.—The text is an attempt to com- 
bine in one book a Biblical Geography and spiritual in- 
struction. It is doubtful whether this can be done suc- 
cessfully. The better plan would be to construct a Bible 
Geography, pure and simple, with information and 
knowledge as its objectives. 

The present text so thoroughly emphasizes the infor- 
mational side that it is far better adapted to week-day 
classes in religious education which stress the informa- 
tional side rather than for Sunday School which, because 
of the limited time ,and the infrequency of sessions, 
must necessarily stress the spiritual and devotional as- 
pects of religious education. 


LUTHERAN GRADED SERIES OF S. S. MATERIALS 1389 
CHART NO. 11. 


BIBLICAL SOURCES OF LESSONS IN THE LUTHERAN GRADED 
SERIES. 


Unit: Bible Facts and Scenes. 13 Year Old Pupils. 


Ollie COLANIGh ty ao ew torah, La ce a ad at Verses 162 
De ROSLATOCTI Ge versa wee elalsi te oles iW ots gual at g Verses 358 
Old Testament: New Testament: 

Genesis 49 John 98 
Psalms 43 Matt. 70 
Isaiah 18 Acts 60 
I Kings 17 Mark 50 
Deuteron. 11 Luke 48 
Jeremiah 7 Hebrews 18 
Exodus SM Oar 5 
Joshua 3 Galatians 2 
Leviticus 2 Revelations 5 
Judges 2 Romans 1 
Ezekiel Gar eor, 1 
II Sam. 1 

I Chron. N 

Song of Sol. iI 


BIBLE FACTS AND SCENES. 
Age: 13 Years. 


I. Mechanical Features.—-(1) The type used in this 
text is of a good size; leading and word spacing good. We 
allow 28 out of 30 points on this feature. (2) In the 
main the page presents a pleasing appearance. For bet- 
ter effect, the margins could be a little larger. We allow 
12 points out of 15. (3) The page could be greatly im- 
proved with black faced type paragraph headings and 





140 LUTHERAN GRADED SERIES OF S. S. MATERIALS 


section titles. We allow 8 points out of 10. (4) The 
Book abounds in pictorial illustrations and maps. Many 
of the engravings and cuts are too small for practical 
purposes. We allow 10 points out of 15 points. (5) 
The book is well bound. It has a side and a back title. 
The addition of the author’s name and the publisher’s | 
stamp on the back would add to the appearance of the 
text-book. We allow 28 points out of 30 points. Total: 
86 points out of 100. 

Il. Literary Technique.—(1) The language is prosaic. 
Little effort at climaxes and stress. The material does 
not lend itself well to other than a formal treatment. We 
allow 50 points out of 75. (2) The language is fairly 
well adapted to the needs of the pupil. No special method 
of attack prevails. We allow 65 points out of 75. Total: 
115 points out of 150 points. 

III. Content.—In the nature of the material there is 
little opportunity for personal application. Some at- 
tempt, however, is made. We allow 50 points out of 150. 
(2) Even less application of the material is made to the 
needs of society. The text deals with geographical in- 
formation and little attempt is made at religious applica- 
tion. We allow 35 points out of 150. (38) The same may 
be said of the material fitting the needs of the Church. 
We allow 35 points out of 100. Total: 120 out of 400 
points. 

IV. Pedagogical Provisions to Aid the Learner.—(1) 
The Biblical-information aim prevails in this text. It 
meets in large measure the aim of the unit. We allow 
35 points out of 40. (2) A uniform treatment prevails 
throughout the text. It is a formal narrative style re- 
lating incidents and facts. One would not expect great 
variety of treatment in such a text but some improve- 
ment could be made to lend variety to the unity. We al- 
low 30 points out of 40. (3) Only questions appear in 
the text to aid the learner. Projects and problems are 
lacking. We allow 20 points out of 40. (4) Very little 
attention is given to moral and religious application of 
the materials to life. It is doubtful whether this could 


LUTHERAN GRADED SERIES OF S. S. MATERIALS 141 


be done with such materials. We allow 15 points out of 
40. (5) Sufficient incidental information and materials 
to broaden the pupil’s outlook is given to warrant a score 
of 20 points out of 40 points. Total: 120 points out of 
200 points. 

V. Pedagogical Provisions to Aid the Teacher.—(1) 
No helps of any kind bearing on the volume as a whole 
appear in the text. We allow no points on this feature. 
(2) Questions appear in connection with each chapter. 
We allow 25 points out of a possible 75 points. Total: 
25 out of 150. 

Of all features of the score card, the text scores 466 
points out of a possible 1000. 


142 LUTHERAN GRADED SERIES OF S. S. MATERIALS 


cr a 
fQ — 
aes 
mee o 
; 5 
I. MECHANICAL (PRBATURES isi ee 
Le VDE U histo th ue Vea ee CEG SRE 2258 30 28 
2. /ATtrachiveness” OF DAZE I: ole a sips Gk bs 15 12 
3. Organization. of the page .......... 15 8 
Mii) AACtOTIA UMS ETAMOOEN Mises kale ees 15 10 
BACH ONms aud MDiLrGil Cue tas scale ates c 30 28 
Il. LITERARY TECHNIQUE BIS D's Ga aa eee ep eas es 
ro General diterary. meritig. coi oc ewe. « 75 50 
2. Appropriateness of style as_ to 
APE OW BUplle iA5 Wow oe Lae ek Sai 65 
TTR CON TIEN Tio cit cicero bole bic lo dces hettehee Dn kriae Were hn 
I. Fitness of materials to meet needs 
centering primarily in the indi- 
Vidal Cole eee eee we tiene ee 150 50 
2. Fitness of materials to meet needs 
centering primarily in society ... 150 35 
3. Fitness of materials to meet needs 
centering primarily in the Church 100 35 
IV. PEDAGOGICAL PROVISIONS TO: AID THE 
LACH ERG oclieaea eerie dc lene eieae ae han iat oe era iene ate 
1. Evidence of the functioning of 
he Wee wp scp RC ie iy ee Dah BAN 9 Sel ch 40 35 
2. The proper use of various types or ! 
forms of lesson organization .... 40 30 
3. Provisions for controlling study ... 40 20 
4. Provisions for insuring functioning 
of instruction in daily life and 
COUCTICONG PeDUPlIS lo. acu mahi ees 4 lee 40 15 
5. Provisions for enriching and ex- 
panding experience in ways opened 
up by the lesson but Pyrat 
Devon Tits se ie ee are 
PEDAGOGICAL PROVISIONS TO AID THE 
PCAC Chiru Cais a ale abetabe ontete ohe aie hit cna coe 
I. aaa helps involved in the or- 
ganization of the book as a whole 75 0 
2. Teaching helps involved in the in- 
dividuali lesson stan cee ecis ce oe 75 25 
TOTAL 9 inis's5a Ae ck Oh Alert ee Dee in er eae 


SCORE CARD EVALUATION. 


& pamoy 


120 


120 


LUTHERAN GRADED SERIES OF S. 8. MATERIALS 143 
BIBLE BIOGRAPHY. 
Age: 14 Years. 


“Bible Biography” is designed for pupils fourteen 
years of age. 

Aims of the Unit.—One aim of this unit is expressed 
in the full title of the text: “Bible Biography, a portrayal 
of the Characters in Holy Writ.” 

In the Introduction to the text, the editor of the Series, 
The Rev. Theodore E. Schmauk, D.D., states: “This year 
they turn to a study of the characters in God’s Book. 
Character study in which motives and cause of action are 
seen to be put into execution and to lead to results in con- 
duct, is extremely fascinating at the period of youth, 
when reasoning powers begin to grow strong, and when 
the relation between cause and effect is noted with eager- 
ness.” 

The author, The Rev. J. E. Whitteker, D.D., in the 
Preface expresses an aim in the words: “May the noble 
lives here sketched incite the young people of our Church 
to lives equally noble; and may every grevious sin, re- 
corded, teach them to shun sin for its own sake as well as 
shrink from its awful outcome.” (Page 5). 

An aim of the text is suggested in the prospectus of the 
Series for 1915, where it is stated that one object of the 
volume is “to present the biographies of Scriptural char- 
acters, so traced that the principles of cause and effect, 
whether in the development of good or bad in conduct, 
are clearly seen.” (Page 38). 

In general, the aims set forth for this text are com- 
mendable. They could be more specific and indicate 
what traits of character are to be sought in the develop- 
ment of the youth of this age. 

Structure of Text.—The text comprises fifty-two chap- 
ters; twenty-one are devoted to New Testament materials 
and thirty-one to Old Testament materials. The text 
carries a section of “Scripture References,” “Bible Ge- 
ography References,” a section of questions for each 


144 LUTHERAN GRADED SERIES OF S. S. MATERIALS 


chapter; and an “appendix” of “memory work for the 
scholar.” 

The volume contains 289 pages, and has many marks of 
a well constructed book. Because of its size, it would be 
well to add an index to aid in locating subjects in the text. 

In this text, as in the others of the Series, the New 
Testament materials appear before the Old. It would 
seem more logical and better from a pedagogical stand- 
point to present historical characters in the chronological 
order and hence begin with the Old Testament characters 
and follow with the New Testament characters. 

It would be better if the materials of the three sections, 
“Scripture References,” “Bible Geography References,” 
“Questions,” and “Memory work for the Scholars,” which 
appear in the rear of the book, would be distributed by 
chapter sections throughout the book in connection with 
the respective chapters. By this plan all reference ma- 
terial and the questions bearing on a chapter would ap- 
pear with the chapter. 

Structure of the Lesson.—The lesson or chapter ar- 
rangement includes the title, a brief analysis of the con- 
tents, and the chapter proper. 

The lesson structure could be improved by a clearer 
marking of the sections of the chapter; the addition of 
paragraph headings, and the attaching of the questions 
now in the rear of the book to the chapter itself. 

Subject Matter.—‘Bible Biography,” as its name indi- 
cates, is a study of the characters of Scripture. 

“The first chapter of the book depicts the life and mission 
of John the Baptist. Eight chapters are devoted to the 
life and ministry of Christ. The life and labors of St. 
Paul are treated in six chapters. Thirty-one chapters 
are devoted to Old Testament characters. The Life of 
Abraham, the man of marvelous faith; the life of the 
quiet Isaac; the checkered career of Jacob; the charming 
story of Joseph; the life and character of Moses, the great 
lawgiver and leader of Israel; of David the shepherd- 
king; of Elijah the prophet; and of all the rest of the 
more prominent men and women of Old Testament times 


LUTHERAN GRADED SERIES OF S. S. MATERIALS 145 


are here portrayed.” (Prospectus of the Series, 1915). 

The source of the basic material of this text is the Bible 
and there is no extra-Biblical material used. 

By referring to Chart No. 12, page 211, it will be seen 
that this unit refers to 5181 verses in the Old Testament, 
and to 2161 verses in the New Testament, or about two 
and one-half times as many verses in the Old Testament 
as in the New Testament. 

The narrative and prophetical books take first rank 
among the Old Testament materials, while in the New 
Testament materials, the Synoptic Gospels, the Book of 
Acts, and the Gospel of John rank highest. 

It is generally conceded among educators that bio- 
graphical material is commendable for this age of pupils. 
The Biblical sources used for the basic materials of this 
unit are the logical ones from which biographical mat- 
ter can be secured. 

The title of the text, “Bible Biography,” would neces- 
sarily confine the subjects treated in the book to Biblical 
characters. But it would seem desirable to offer the 
youth of this age biographical material from the extra- 
Biblical field. Many of the modern heroes of the faith 
in the home mission field, the foreign mission field, social 
service, and in philanthropic movements, and Christian 
men and women in the affairs of the world would offer 
suitable subjects for treatment in a course of religious 
education. 

No pictorial illustrations appear in the text. It could 
be greatly improved by means of the artist’s conceptions 
of Biblical characters. 

Memory Materials.—At the close of this text there ap- 
pears a list of memory passages with assignments for 
each of the fifty-two lessons. To thirty-two lessons one 
verse each is assigned: to nineteen lessons, two verses 
each are assigned; and to one lesson, three verses are as- 
signed. In most cases the memory work seems too ex- 
tensive, and in many cases the material is too difficult for 
pupils of this age. 

The variety of the sources of the Biblical memory work 


146 LUTHERAN GRADED SERIES OF S. S. MATERIALS 


is seen in the fact that memory passages are selected from 
seventeen Old Testament books, and thirteen New Testa- 
ment books. The seventeen Old Testament books con- 
tribute thirty passages, while the thirteen New Testa- 
mentment books contribute twenty-seven passages. 

Because of literary charm and functional value, the fol- 
lowing memory passages are among the more commenda- 
ble in this text: “Blessed are the merciful; for they shall 
obtain mercy. Blessed are the pure in heart; for they 
shall see God. Blessed are the peacemakers; for they 
shall be called the children of God.” (Matt. 5:7, 8, 9. 
Lesson 5). } 

“And Ruth said, entreat me not to leave thee, nor to 
return from following after thee; for whither thou goest, 
I will go; and whither thou lodgest, I will lodge; thy peo- 
ple shall be my people, and thy God my God; where thou 
diest, will I die, and there will I be buried; the Lord do 
so to me, and more also, if aught but death part thee and 
me.” (Ruth 1:16-17. Lesson 34). 

Among the less desirable memory passages of this text 
are the following: “And I will establish my covenant with 
you; neither shall all flesh be cut off any more by the 
waters of a flood; neither shall there any more be a flood 
to destroy the earth.” (Gen. 9:11. Lesson 23). 

“Now we, brethren, as Isaac was, are the children of 
promise. But as then he that was born after the flesh 
persecuted him that was born after the Spirit, even so it 
is now.” (Gal. 4:28-29). 

These latter passages are too abstract and are lacking 
in functional value to be suitable for memory work for 
the youth of fourteen years. 

Worship Material_—No prayers, hymns, songs, rituals 
or other worship materials appear in this text. 

Treatment of Materials——The basic Biblical materials 
are here treated in the form of an historical or biographi- 
cal essay. Little attempt is made to create climaxes or 
to develop points of emphasis. In this text there is lit- 
tle appeal to the imagination of youth. Such an appeal 
would be a fruitful approach for this age. The material 


LUTHERAN GRADED SERIES OF S. S. MATERIALS 147 


lacks contact with the every day life of the pupil. The 
teaching of the fundamental virtues would depend upon 
the ingenuity of the teacher to draw lessons from the ra- 
terials and apply them. There is little or no suggestion 
for the application of the materials in this way. 

Pedagogical Provisions to Aid the Pupil and Teacher. 
—The only aids for the learner are: topics at the head of 
each chapter indicating the principal-subjects dealt with 
in the chapter; a list of Bible Geography references, 
questions on each chapter, and a list of memory verses 
for each lesson. 

The fact that all lesson aids (except the chapter analy- 
ses) are in the rear of the book, lessens their appeal, and 
is not conducive to large use. 

The questions for the most part are of a factual nature, 
and do not raise issues and problems to be thought out by 
the pupils. They do not stimulate thinking. 

Typical questions given in the question list are the fol- 
lowing: “Chapter ITJ.—1. How many years had the Book 
of Prophecy been closed? 2. Who then appeared as a 
prophet? 38. How was the Triune God openly manifested 
at Jesus’ Baptism? 4. How old was Jesus when he be- 
gan his ministry? 5. How many forms of the Tempta- 
tion were there?” (P. 262). 

No other aids for the teacher, other than those already 
mentioned above for the pupils, appear in the text. 

Concluding Remarks.—The selection of biographical 
material for this age-group is commendable. The treat- 
ment of the material could be greatly improved in the di- 
rection of appealing to the imagination and idealism of 
pupils. Pictorial illustrations should be added to the 
text. The memory work lacks functional value in many 
instances. The material assigned for many of the indi- 
vidual lessons is too extensive; e. @., in one case “The 
Twelve Minor Prophets” are assigned for one day’s study. 


148 LUTHERAN GRADED SERIES OF S. S. MATERIALS 


CHART NO. 12. 


BIBLICAL SOURCES OF LESSONS IN THE LUTHERAN GRADED 
SERIES. 


Unit: Bible Biography. 14 Year Old Pupils. 


Old PEStamentie ead oleae, wea a ky he Verses 5181 
New: Lestament Wise nny eins a tia Verses 2161 
Old Testament: New Testament: 

I Sam. 527 Acts 557 
Ezekiel 495 Matt. 544 
Exodus 440 John 496 
I Kings 440 Luke 362 
Genesis 413 Mark 153 
Numbers 288 Revel. 12 
Joshua 259 Galat. 11 
Zechar. iA) Ba Ld BEAD Yay 8 
Daniel 200 II Tim. 6 
Hosea 196 II Cor. 5 
Isaiah ISSeacatus At 2 
Jeremiah 166 Rom. 1 
Il Kings 158 I Cor. 1 
Amos 146 Philip 1 
Esther 13D we leket, 1 
II Sam. 120m ot hePet, 1 
Micah. 105 

Nehemiah 101 

Ruth 85 

Joel | 73 

Habbakuk 56 

Malachi 55 

Zepheniah 53 

Jonah 43 

Nahum 47 

Ezra A5 

Haggai 38 

Leviticus 29 

II Chron. 27 

Obadiah Paik 

Deuter. 13 

Judges 8 


LUTHERAN GRADED SERIES OF S. S. MATERIALS 149 
BIBLE BIOGRAPHY. 
Age: 14 Years. 


I. Mechanical Features.—(1) The type is a satisfac- 
tory size for this material and for the age-group for 
whom it is intended. We allow 28 points out of 30. (2) 
The margins are good, the print is clear, and there is 
good spacing. We allow 13 points out of 15. (3) The 
page lacks section headings, and black face paragraph 
heads. We allow 8 out of 10 points. (4) No pictorial 
illustrations appear in the book. Pictures could be added 
to advantage. We allow 0 on this feature. (5) The 
book is well bound, and has good side and back titles. The 
author’s name and the publisher’s stamp could with ef- 
fectiveness be added to the back title. We allow 28 out 
of 30 points. Total: 77 out of 100 points. 

II. Literary Technique.—The text lacks in “pull” for 
this age group. The diction is good but somewhat stilted 
for young people. Occasionally it is “preachy.” We al- 
low 50 points out of 75 points. (2) No special method 
of attack is followed. The materials are in narrative and 
descriptive form. The vocabulary is within reach of the 
youth for whom the text is designed. We allow 60 points 
out of 75. Total: 110 out of 150 points. 

III. Content.—(1) The biographical material of this 
text should be valuable to the youth of this age. Much 
of it is presented in suggestive form, but in the main it 
could be brightened up, resulting in a better appeal to 
youth. We allow 50 points out of 150. (2) No special 
problems, projects, or applications appear in the text. 
There is considerable basic material suitable for social 
application but such application to contemporary life is 
lacking. We allow 40 points out of 150 points. (8) No 
worship, ritual, or service materials appear in the book. 
No references are made to Church enterprises as now 
conceived. We allow 45 out of 100 points. Total: 135 
out of 400 points. 

IV. Pedagogical Provisions to Aid the Learner.—(1) 


150 LUTHERAN GRADED SERIES OF S. S. MATERIALS 


The aim controlling this text is that the study of the lives 
of Old and New Testament characters will inspire the 
pupils to exemplify the good and avoid the evil in these 
characters. Personal applications are wanting in the 
text. We allow 25 points out of 40 points. (2) A gen- 
eral essay form of treatment prevails throughout the text. 
There is little variety in the method which would awaken 
interest on the part of pupils. We allow 20 points out of 
40 points. (8) Questions in the rear of the book, topics 
at the head of the chapters, Biblical references, and geo- 
graphical references are the only helps for pupils. We 
allow 15 out of 40 points on this feature. (4) Occasional 
applications in the chapters are the only attempts to lay 
a foundation for the materials to function in life. We 
allow 15 out of 40 points. (5) Incidental references to 
materials outside of the book are lacking, although it car- 
ries suggestions from the characters studied to be applied 
in the individual life. The text abounds in literary and 
Biblical references. We allow 25 out of 40 points. Total: 
100 out of 200 points. 

V. Pedagogical Provisions to Aid the Teacher.—The 
Introduction and the Preface point out suggestions of 
value to the teacher. We allow 25 points out of 75. (2) 
Limited questions, geographical references, Biblical 
references, and memory work for each lesson lead us to 
allow 25 out of 75 points. Total: 50 out of 150 points. 

The text receives a score of 472 points out of 1000 
points. 


LUTH4RAN GRADED SERIES OF S. S. MATERIALS 


SCORE CARD EVALUATION. 
Unit: Bible Biography. 


Age 15 Years. 


151 


Highest Allowed Highest Allowed 


Poet ELON TA La EOE ACL Rise tines cates beleelan 
PM VIDOR eRe O Clie tl OU Eas ae Ociale cis eae 30 | 28 
Owe tEnACtINeENess -O1) DAREII led casos 15 13 
BanOreatizationv of the: pageuts. 52. fees 10 8 
4 Pictoriataillustrationsy sates. occ. es I5 oO 
PP boas calaecgealclayteysohapea ia rmups Amol alp pag pan 30 28 
Il. LITERARY TECHNIQUE Bee ene oks atau ata a é 
THEIL Al INETanywiIMerit eras oes 75 50 
2. Appropriateness of style to age of 
DUD Sh rae. eters eto ten Mah dere ta Aad: 75 60 
LE Pata CIN EG NG epee rere te eae Mate LA carole le kup m tara aie 


I. Fitness of materials to meet needs 
centering primarily in the _ indi- ; 
VICAR es eee dai ones ats 150 50 


2. Fitness of materials to meet needs 
centering primarily in society .... 150 40 


3. Fitness of materials to meet needs 
centering primarily in the Church 100 45 
LVenrePAGOGICGAL PROVISIONS <1O)-AlIDe THE 


) Ad Geb ESM Rel A ID ood es ae a OU ARP aM A BOR 
1. Evidence of the functioning of an 

AD AE Ts ROSAS Ey. A Sieg I HORT A oa adh Aled Reape Boeri 40 25 
2. The proper use of various types or 

forms of lesson organiztaion .... 40 20 
3. Provisions for controlling study... 40 15 
4. Provisions for insuring functioning 

in daily life and contact of pupils 4o 15 


5. Provisions for enriching and ex- 
panding experience in ways 
opened up by the lesson but ex- 


FONCINS DEVON Gti tye eiaite 4 vickelele ae dee 25 
V. PEDAGOGICAL PROVISIONS TO AID THE 
UTES OY MELT OOD, abate ye harpe tn ig ba rial) Ode ee a 

1. Teaching helps involved in the or- 
ganization of the book as a whole 75 25 

2. Teaching helps involved in the in- 
dtvidualylessonaees.: pis areas ares 75 25 
EQUA Tite oe, Svat tation rah std Lies Cae a Ra) INE, ow alelers 


100 


77 


IIo 


100 


50 


472 


152 LUTHERAN GRADED SERIES OF S. S. MATERIALS 


Highest 
Score 

Allowed 
Score 

No. 1 


— — rt ket 
06 Sy OVS ULES Sent hy OO PON Oe we ee be 


dO 
Oo” 


21 
22 


23 
a4 
25 


EVALUATION OF BIBLICAL MEMORY WORK. 


Unit: Bible Biography. Age: 14 Years.* 


Ar A2 


30 


15 
20 
28 
20 
30 
25 
20 
28 
10 


28 
25 


20 
I5 


30 


10 


Io 


7 


Br B2 Total 


I5 


CO GO] aT CON 


25. 


IO 


Io 


100 


40 
70 
88 
52 
90 


35 


COMMENT OF CRITICISM. 


Lacks religious appeal. Difficult lan- 
guage. 

Unusual fact statement. Good liter- 
ary merit. : 

A standard memory verse. Univer-_ 
sally recognized as valuable. if 

Somewhat abstract for this age. 
Theological emphasis. 

Good religious appeal. Simple lan- 
guage. Literary merit. 

Over-aged. Beyond experience of 
child. 

Abstract. Difficult to understand for 
the child of 14 years. 

Brief. Practical. Functional. 

Lacks functional value. Over-aged. 

Functional. Practical. Concrete. 

Religious statement but lacking in 
functional appeal. 

Good sentiment. Slightly abstract. 

Mere fact statement. Lacks in func- 
tional qualities. 

Religious value. Positive. Simple. 

Incomplete presentation. Destroys 
functional value. 

Religious value. Appealing. 

Mere fact statement. Little religious 
appeal. 

Good religious sentiment. Has func- 
tional value for life. 

Cumbersome language. Good thought. 

Challenging appeal to. youth. Good 
diction. 

Involved language. Abstract. 

Incapable of functioning in life of 
child. 

No religious appeal or functional sig- 
nificance. 

Mere statement of fact with little re- 
ligious value. 

Lacks religious appeal. 


*No memory work appears in “Biblical Facts and Scenes.” Age: 
13 years. 


? 


LUTHERAN GRADED SERIES OF S. S. MATERIALS’ 153 
MEMORY WORK IN THE LUTHERAN GRADED SERIES. 
Unit: Bible Biography. 14 Year Old Pupils. 


LESSON No. REFERENCES. LESSON NO. REFERENCES. 


1 Luke 1:68-69 Acts 8:20 
2 Luke 2:10-11 15 I Cor. 15:23 
3 John 3:16-17 16 Corser 
4 John 5:24 17 Acts 9:22 
5 Matt. lo One Acts 17:24-28 
6 Mattoa1=28:29, 519 Acts 20:35 
i Jonne 1325-265 :20 Ik Lim'4 37-8 
8 Mark 14:38 21 II Cor. 2:14 
9 John 20:29 22 Gen. 3:15 
10 Gal. 5 :22-23 Heb. 11:4 
11 Acts’ 10:34-35 . 23 Gen. 9:11 
12 Med onnepra 124 Gen. 12:2 
13 John 13:16 Heb. 11:8 
14 Rev. 2107/25 Heb. 11:17 


BIBLE TEACHINGS. 
Age: 15 Years. 


“Bible Teachings: A Summary View of Christian Doc- 
trine and Christian Character, drawn from the Word of 
God,” is designed for pupils fifteen years of age. 

Aims of the Unit.—The author, the Rev. Joseph Stump, 
D.D., states the purpose of the book in the Preface in 
these words: “This text-book aims to present the doctri- 
nal and practical teachings of the Bible in a form suited 
to the comprehension of the intelligent youth of our 
@hurch;:; .-.:. 

“The book presents Christian doctrine and Christian 
character, as both are drawn from the words of the Bible. 
It sums up the Biblical teachings concerning divine truth 
and human life, and presents the principles of the Chris- 
tian religion both for the guidance of faith and intellect 


154 LUTHERAN GRADED SERIES OF S. S. MATERIALS 


and for the formation of character. It endeavors to con- 
centrate both the doctrinal and practical strength of 
God’s Word, and to give the substance of dogmatics and 
ethics in Biblical and popular form, with sufficient com- 
prehensiveness to enable those who use it faithfully ‘to 
give a reason of the hope that is in them,’ to train up the 
youth to an appreciation of the substantial, adequate 
and life-controlling character of the doctrines of God’s 
Word.” (Page iii). 

There are two things, we believe, which can be said for 
this statement of the aim of this unit: (1) the purpose of 
the text is well stated, specific, concrete, and direct; (2) 
we believe the aim and purpose of the text are suitable 
to the age for which it is intended. 

Structure of the Text.—The unit comprises fifty-two 
chapters. The dominating note in the organization of 
the book is the emphasis upon logical order. 

“The order followed is that suggested by the doctrines 
themselves. The first half, or doctrinal part of the book, 
will be found to correspond in a general way with the 
three-fold division of the Apostles’ Creed, though a strict 
adherence to its order has not been found feasible. In 
the second half, or practical part, which treats of Chris- 
tian character and life, reference is made at proper 
points to the corresponding commandment of the Deca- 
logue. (Preface, page iv). 

The text carries a table of contents with analyses of 
the chapters; there are marginal references; paragraph 
headings in black faced type; in the rear of the book 
there are questions grouped for use with individual chap- 
ters; there is an appendix of “memory work for the 
scholar ;” and an index. Some of these features exist 
only in this unit of the Series. | 

The text is well constructed to carry out the aims of the 
unit. The questions and the memory work which appear 
at the rear of the book, would better be attached to the 
corresponding chapters by distribution throughout the 
text-book. 

Structure of the Lesson.—Each chapter or lesson is or- 
ganized about a topic. The effort is made to develop the 


_ LUTHERAN GRADED SERIES OF S. §8. MATERIALS 155 


theme logically and make practical applications. By way 
of illustration of the organization of the chapters, we 
select two outlines; one from the doctrinal field and one 
from the practical section: 


Chapter I. Concerning God. That GodIs. Who 
and What He Is. How We Know that God Is. Con- 
science—The Order of the World—The Bible Needed 
—The Three in One—God a Spirit; Eternal—Un- 
changeable—Omnipresent — Omniscient — Omnipo- 
tent—Holy—Just—All-wise — Merciful — Love It- 
self—Faithful and True. 

Chapter XX XIX. Character. What Character Is 
—The Ideal of Character—Foundation of Charac- 
ter—The Formation of Character—Habits—Con- 
scientiousness and Moral Courage—Conscience— 
Always to be Obeyed—An Enlightened Conscience 
Needed—Perfection—Our Friends and Companions 
—What We Read. 


The lesson structure could be improved by attaching an 
outline to it, if only to repeat the outline which now ap- 
pears in the table of contents. Questions, problems, and 
“applications” would greatly improve the value of the 
chapters. 

Subject-matter.—The materials of the text are founded 
upon the Bible. This material falls into two groups: the 
doctrinal or theological, and the ethical or practical. All 
the subject-matter in this unit can be grouped about these 
two fundamental concepts. 

The theological or doctrinal section deals with such 
topics as: God, Jesus, The Holy Spirit, Faith and Salva- 
tion. 

The ethical or practical section deals with themes of 
this nature: The Holy Life, Humility, Thankfulness, 
Trust, Prayer, Self-control, and Service. 

In the main, the subject-matter meets the aims of the 
text. It could be improved by the introduction of ma- 
terial bearing upon “The Church in action,” with con- 


156 LUTHERAN GRADED SERIES OF S. S. MATERIALS 


crete material showing the present activities of the 
Church. | 
Taking the marginal references as the basic Biblical 
sources, we find that this text is founded more largely 
upon the New Testament than upon the Old Testament. 
More than four times as much New Testament material 
is referred to as Old Testament content. This propor- 
tion would be expected in view of the relation of the 
Church to the New Testament. More books of the Bible 
contribute to the basic material of this text than any 


other in the series except “Bible Outlines.’”’ (See Chart 


No. 18, Page 158). 

No pictorial illustrations appear in the text. One 
would not expect many in a text of this nature. The text 
could, however, be brightened up with a few from the 
masters in art, illustrating the life of Jesus, the Lord’s 
Supper, and pictures depicting the Christian virtues dealt 
with in the text. 

Memory Matcrials.—In the rear of the volume appears 
an appendix with memory work for the scholar. A se- 
lection for each chapter is given The memory work 
averages two Scripture verses per lesson. 

The memory work offered is of a high grade, both in 
form and functional value. It is almost impossible to 
locate any passage unsuitable for this age. 

We select the following as typical of the general good 
selections made for this unit: 

“Let your light so shine before men, that they may see 
your good works, and glorify your Father which is in 
Heaven.” (Matt. 5:16. Lesson 18). “Every good gift 
and every perfect gift is from above, and cometh down 
from the Father of lights, with whom is no variableness, 
neither shadow of turning.” (Jas. 1:17. Lesson 30). 
“Be glad in the Lord, and rejoice, ye righteous: and shout 
for joy, all ye that are upright in heart.” (Ps. 32:11. 
Lesson 38). 

Worship Materials——No worship material, such as 
prayers, songs, hymns or rituals appear in the text. 
These features could be taken care of by the Sunday 
School Hymn Book. 


‘ 


LUTHERAN GRADED SERIES OF S. S. MATERIALS 157 


Treatment of Materials.—The basic Biblical materials 
are treated in topical essay form. The aim is to give the 
meaning of religious concepts and ideas, and to explain 
the views of the Church, and the demands of Christianity 
upon the conduct of the individual. The text is primarily 
of an explanatory nature. It is the only method that 
could successfully be used for the purpose of the text. 

Pedagogical Provisions to Aid the Pupil and the 
Teacher.—The only pedagogical aids in the text for the 
help of the pupil and the teacher are the marginal refer- 
ences on each page and the questions on each chapter of 
the text, which appear in bulk in the rear of the book. 
The text could be improved with reference to treatments 
of Christian doctrine and to Bible dictionaries and com- 
mentaries. Problems and projects could be added to the 
text which would provoke thought and activity. 

Concluding Remarks.—‘Bible Teachings” is in many 
respects the most satisfactory unit in the Series. The 
aims for the unit are stated precisely and these aims are 
in a large degree accomplished. In minor details the 
text could be improved with more suggestions for original © 
study and application. 


158 LUTHERAN GRADED SERIES OF S. 8. MATERIALS 


CHART NO. 18. 


BIBLICAL SOURCES OF LESSONS IN THE LUTHERAN GRADED 
SERIES. 


Unit: Bible Teachings. 


OldNTestamenti ey ete acs Sate ereue te oe ereetetere ate 
New Testament ren terse rene dateeeeoveda ies te 


Old Testament: 


Genesis 163 
Psalms 144 
Isaiah rel 
Job 63 
Daniel 59 
Proverbs 53 
Leviticus AT 
Exodus 46 
II Sam. 33 
Deuter. 24 
Eccles. va 
II Kings 9 
Jer. 9 
Ezek. 6 
Amos 5 
Hab. 4 
Zech. 4. 
Numbers 4 
I Sam. 4 
Lam. 3 
II Chron. 2 
Jonah 2 
Micah. 2 
Mal. pe 
Judges 1 
I Kings 1 
I Chron. 1 
Joshua 1 
Ezra 1 
Neh. T 


Joel 


15 Year Old Pupils. 


Matt. 
Luke 
John 
Rom. 
Acts 

I Cor. 
Heb. 
Eph. 
Gal. 

II Cor. 
Rev. 
Mark 
I Pet. 
Col. 
James 
I Jno. 
I Tim. 
Philip. 
II Pet. 
T1iehim: 
1 Thess. 
Titus 


Il Thess. 


Phile. 
Jude 
II Jno. 


Verses 777 
Verses 3002 


New Testament: 


LUTHERAN GRADED SERIES OF S. S. MATERIALS '- 159 
BIBLE TEACHINGS. 
Age: 15 Years. 


I. Mechanical Features.—(1) The type in this text is 
well chosen. The leading and word spacing is very good. 
We allow 29 points out of 30. (2) The margins are 
good, the print is clear and the spacing is ample. We 
allow 14 points out of a possible 15. (3) The page is 
well organized with short paragraphs and black-face type 
heads for the paragraphs. We allow 9 points out of 10. 
(4) No pictorial illustrations appear in the book. We 
allow 0 on this feature. (5) The book is well-bound and 
has good side and back titles. The author’s name and 
the publisher’s stamp on the back title would add to the 
appearance of the book. We allow 28 points out of 30 
on this feature. Total: 80 points out of a possible 100 
points. 

II. Literary Technique—(1) The general effect of 
the literary effort in this text is good. The diction is 
pleasing. We allow 70 points out of 75. (2). The style 
is appropriate for pupils of this age group. The treat- 
ment is somewhat formal but not more so than the ma- 
terials warrant. We allow 70 points out of 75 points. 
Total: 140 out of 150 points on the literary technique. - 

III. Content.—(1) The book is designed to give in- 
spiration for Christian living. The first half of the vol- 
ume is theological, while the second is ethical and practi- 
cal. We allow 125 points out of 150 points. (2) Social 
obligations are dealt with, but not with the same empha- 
sis as the personal problems. Social duties are pointed 
out. Seventy-five points out of 150 are allowed on this 
-feature. (3) The function of the Church is defined. The 
Church is exalted and membership is stressed. We al- 
low 80 points out of 100. Total: 280 out of 400 points 
are allowed. 

IV. Pedagogical Provisions to Aid the Learner.—(1) 
The author has a definite aim for his text and carries it 
out to an unusually satisfactory development. We allow 
35 points out of 40. (2) The lessons are built on a uni- 


160 LUTHERAN GRADED SERIES OF S. S. MATERIALS 


form plan, but this would be expected in a text of this na- 
ture. We allow 30 points out of 40 points. (3) The 
text lacks problems, projects, reference work, home as- 
signments, and topics for discussion. We allow 15 
points out of 40 on this feature. (4) While the text 
stresses personal and social applications of the Christian 
message, it lacks in concrete suggestions for carrying 
them over into life. We allow 15 points out of 40 on this 
feature. (5) The text opens up many subjects in the 
treatment of the various topics, and under a skillful 
teacher ought to awaken interest in many lines. We al- 
low 30 points out of 40 on this feature. Total: 125 out 
of 200 points. 

V. Pedagogical Provisions to Aid the Teacher.—(1) 
The preface outlines the purpose of the text. The helps 
for pupils mentioned above are also available for the 
teacher. We allow on this feature 25 points out of 75. 
(2) Questions, memory verses, and marginal references 
aid the teacher in presenting the material. We allow 25 
out of 75 points on this feature. Total: 50 out of 150 
points. ' 

The text receives on all features a score of 675 points 
out of 1000 points. 


LUTHERAN GRADED SERIES OF S. S. MATERIALS 


SCORE CARD EVALUATION. 
Unit: Bible Teachings. 


Age: 15 Years. 


161 


Highest Allowed Highest Allowed 


PorMEGHANIGCAL FE RAMURES eine Mee oes 100 80 
TRUELY DOM re ree rs aces ecole aie a 30 29 
Dome ELACHIVENeSS= Ofe PAZey. .edeasseace 15 14 
3. Organization of the page .......... 10 9 
Aperictorials iliustrationss® fovie wes. oo onc 15 re) 
SOMONE ANG WDINGIN Mie wild yuan yale 30 28 
Pee ee PY oy ChE NLG) UP Horne oer oe oan o 150 140 
pouGeneral literary? merit) .sm. «ee. oe 75 70 
2. Appropriateness of style to age of 
DUPWS Pi ever ateve seer etaele iene ete levels en ctele! ahs 75 70 
RL LemOASC IN LEON L drive er ard hecenetta tan Waray Uhete MaiclsVe eta sera alain she 400 280 
I. Fitness of materials to meet needs 
centering primarily in the indi- 
MIC UAL ee, ee iis tare erate sons 150 125 
2. Fitness of materials to meet needs 
centering primarily in society ... 150 75 
3. Fitness of materials to meet needs 
centering primarily in the Church 100 80 
IV. PEDAGOGICAL PROVISIONS TO AID THE 
SEPT ETO Vere hte as ae I ea ry es ha Mere Oren 200 125 
I. Evidence of the functioning of an 
VERT ck neler ara ar aire yttlete 40 35 
2. “The proper use of various types or 
forms of lesson organization ..... 40 30 
3. Provisions for controlling study ... 40 15 
4. Provisions for insuring functioning 
in daily life and conduct of pupils 40 15 
5. Provisions for enriching and ex- 
panding experience in ways 
opened up by the lesson but ex- 
tending beyond it? 2.26". oon. 0.64 
V. PEDAGOGICAL PROVISIONS TO AID THE 
eA LC es ect U OS RANE ogc alae oh souls aucaele ern s 150 50 
1, Teaching helps involved in the or- 
4 ganization of the book as a whole 75 25 
2. Teaching helps involved in the in- 
Mividtta lt lessons shin cee as 75 25 
PO AL aad lana ie Mu Leeda ay aan ougay eM NTA 1000 675 


162 


LUTHERAN GRADED SERIES OF S. 8. MATERIALS 


EVALUATION OF BIBLICAL MEMORY WORK. 
Unit: Bible Teachers. 
Age: 15 Years. 


AI 
Highest 
Score 30 
Score 
Allowed. 
O.01 25 
2 25 
3 25 
4 28 
5 25 
6 28 
| 28 
8 25 
9 15 
10 10 
II 20 
12 25 
13 25 
14 20 
15 20 
16 15 
17 20 
18 28 
19 28 
20 15 
2I . 20 
22 25 
23 I5 
24 20 
25 15 


15 
15 


Br 
15 


I2 


I2 


10 


B2 Total 


25 


5 
10 
I2 
25 


20 
20 


20 
15 
IO 
lO 


15 


100 


70 
65 
72 
96 


80 
85 


85 
72 
50 
35 
60 


70 
70 
65 
70 


52 


COMMENT AND CRITICISM. 


Good concepts. Somewhat long. 
Two diverse ideas. 

Strong sentiment. Literary value be- 
low No. I. 

Religious idealism. Somewhat com- 
plex in form. 

High religious value. Functional. 
High literary merit. 
Negative emphasis. Good form. 
High religious value.: Universally 
agreed upon as serviceable «. 
First portion of great value. Second 
verse complex. 

First verse merely fact statement. 
Second verse functional. 

Fact statement. Lacks in functional 
value. 

Deeply theological. Lacks functional 
value. Complex form. — 

Fact statement. Lacks functional 
value. Complex statement. 

Difficult concept. Complex. form. 

Good concept. Involved expression. 

Somewhat theological in message. 
Complicated sentence form. 

Good religious value. Complex in 
statement. 

Negative message. Difficult in con- 
tent and form. 

Good religious thought but compli- 
cated form. 

Good religious message. Good liter- 
ary form. 

Concept valuable. Figure of speech 
limited in appeal. 

Deep religious or theological mean- 
ing. Form difficult. 

First verse mere fact statement. In- 
volved sentence in second. 

Particularized message. Limited in 
appeal and application. 

Difficult theological concept. In- 
volved literary form. 

Negative emphasis in thought. Good 

literary form. 

Mere fact statement. Lacks func- 

tional value. 


LUTHERAN GRADED SERIES OF S. S.. MATERIALS 1638 
MEMORY WORK IN THE LUTHERAN GRADED SERIES. 
Unit: Bible Teachings. 15 Year Old Pupils. 


LESSON NO. REFERENCE. LESSON NO. REFERENCE. 


1 ; Psv104 22) 212 I, Cor. 15%55-57 

John 4:24 13 Phil: 2:9-11 

2 Rea ronarls John 14:26 

I Peter d27 0-15 Ps./51::3y4 

3 Ps. 8:4-5 16 John 3:18 

4 Mattt22r3 (oO LL Eph. 2:8, 9 

5 Gal. 6:7 Rom. 5:1 

Jas. 37518 Matt. 5:16 

6 John 3:16 19 Eph. 6:11, 13 

Isa. 538:5,°6 20 II Tim. 2:19 

7 JOHN. | Owed } II Peter 1:21 

Heb. 9:28 Heb. 4:12 

8 Matti.8 22 1), e22 Matt. 28:19 

Rom. 8:28 23 I Cor. 11:28, 29 

7] John 1:18 24 Ps. 90:10 

19 Hebwiese 25 Matt. 24:14 
11 Heb. 4:15 


BIBLE OUTLINES 
Age: 16 Years. 


“Bible Outlines” is the last text-book in the present au- 
thorized Lutheran Graded Series and is designed for pu- 
pils sixteen years of age. Originally “Bible Literature” 
was prepared for this age, but was found too difficult for 
the pupil and has.been supplanted by “Bible Outlines.” 

Aims of the Unit.—‘‘Bible Outlines,” according to the 
Introduction by the Editor of the Series, is a practical 
guide to such a study of the Bible by books as can be 
made in the fifty-two Sundays of the year and provides 
the scholar and teacher with definite directions and ma- 
terial for preparation and recitation. 


164 LUTHERAN GRADED SERIES OF S. S. MAT™=RIALS 


“This text-book does not supplant the Bible. It must 
be used as a companion to the Bible, and not indepen- 
dently of it.” 

In the “Catalogue of the Lutheran Graded Apparatus” 
(1915) the purpose of this unit is further explained in 
the words: “In Bible Outlines, a bird’s-eye view of the 
external.form of the Bible is given. It takes up each 
book of the Bible and devotes one chapter to each of the 
more important books. It acquaints the scholar with its 
forms, its contents, its peculiarities of style, its leading 
thought, and its authorship. A survey of the contents 
of each book is given, thus preparing the scholar to enter, 
in the Senior Department, upon the delightful study of 
detached portions of Scripture text, a study which here- 
tofore constituted the sole matter for training and de- 
veloping the Sunday School scholar.” 

Such objectives for a text in a course of religious edu- 
cation seem legitimate. A knowledge of the Bible as a 
working tool is essential for the proper use and teaching 
of the Bible. This text aims to furnish that preparation. 

Structure of the Text.—The text contains fifty-two 
chapters; one introductory chapter dealing with the 
Bible in general; twenty chapters devoted to the books 
of the New Testament; and thirty-one chapters concern- 
ing the books of the Old Testament. The New Testa- 
ment material precedes the Old Testament treatments, in 
conformity to the principle of the Church Year, and the 
method adopted in other texts of the Series. 

It seems very doubtful whether the principle of the 
Church Year can be forced upon all types of study and 
approaches to religious education. If the units of the 
series were built around attitudes, responses in life, and 
in meeting the needs of the individual in his personal life, 
his relations to society and to the Church, it is conceiva- 
ble that the Church Year emphasis might be used in such 
an approach. 

But in this text we have an attempt at a literary ap- 
proach to the Bible and it would seem more desirable to 
study this literature in historical sequence, taking up for 


LUTHERAN GRADED SERIES OF S. S. MATERIALS’ 165 


discussion the Old Testament material first and then the 
New. 

Again, the adaptation of the New Testament material 
to the Church Year system is negligible and hence the 
purpose designed in the method of offering the New be- 
fore the Old Testament materials is without much conse- 
quence. 

Structure of the Lesson.—The general make-up of 
each chapter consists of the following sections: subjects 
to be investigated; the author of the particular book of 
the Bible under discussion; the teaching of the book; the 
contents of the book; Scripture to be committed; Scrip- 
ture to be read at home; and Scripture to be read in the 
class. Slight variations of this outline exist, especially 
where more than one book of the Bible is treated in a 
day’s lesson. 

In conformity with the title of the text, the lessons are 
chiefly outlines. 

The chief objection to the lesson as now constructed is 
_that they cover too large a field for one day’s work. Both 
the Book of Psalms and Isaiah are divided to occupy two 
days lessons each. Thirty-two chapters of the text deal 
with one book of the Bible each; fourteen chapters deal 
with two books of the Bible each; while one chapter dis- 
cusses four books of the Bible, but it must be added that 
these are among the smaller books. 

The amount of work attempted is too great for fifty- 
two Sunday School sessions. 

Subject-matter.—Only a small portion of this text can 
be termed subject-matter. As already pointed out, it is 
a compilation of outlines. Some subject-matter is pre- 
sented in connection with the topics of the authors and 
purpose of the various books of the Bible. This material 
is of the briefest character. 

Every book in the Bible is drawn upon in the refer- 
ences in this text. More than twice as much Old Testa- 
ment material is referred to as New Testament material. 
Daniel, Isaiah, and the Psalms rank highest in the list of 
Old Testament references, and Matthew, John, The Acts, 
I Corinthians and Luke rank highest in the New Testa- 


166 LUTHERAN GRADED SERIES OF S. S. MATERIALS 


ment list. Genesis and Exodus which rank high in all 
previous units, in this unit rank very low. Why Daniel 
receives as much attention in the reference material in 
this text can be attributed only to a haphazard method in 
the compilation of references. (See Chart No. 14, page 
168). 

Since all books of the Bible are touched upon in this 
text, all types of Biblical literature are considered. Tris 
is true of only three other texts in the series: Workland, 
Vol. 23; Bible Readings, and Bible Teachings. (See 
Chart No. 15, page 174). 

No pictorial illustrations appear in this book. Sucha 
text could be embellished with illustrations of Biblical 
manuscripts and designs illustrating features of the ar- 
rangement of the Bible. Pictures of historical or geo- 
graphical situations related to the production of the Bible 
would greatly add to the interest of the text. 

Memory Materials—Memory materials are provided 
in every lesson of this unit with the exception of the first, 
which is an introductory lesson dealing with the Bible as 
a whole. In the chapters that follow the memory as- 
signment is selected from the book of the Bible with 
_which the chapter deals. In general, two to five verses 
are assigned as the memory material of the lesson, but 
four lessons assign six verses, while one lesson carries an 
assignment of eleven verses. 

Every book of the Bible is referred to in this text, and 
since the memory passages follow this order, nearly all 
books contribute to the memory work. 

In wew of the limited amount of time assigned the 
Sunday School period, and the little attention given to 
study at home, the memory passages are far too extensive 
for practical use. 

The Sunday School period could not allow sufficient 
time for a fair consideration of the memory passages— 
in the explanation of their meaning nor in hearing the 
pupils recite the same. 

Worship Materials—No worship materials such as 
prayers, songs, hymns, and rituals, appear in the text. It 
would not be expected that all these materials appear in 


LUTHERAN GRADED SERIES OF S. S. MATERIALS’ 167 


a text of the character of “Bible Outlines.” The Sunday 
School Hymn Book supplies worship materials. 

Treatment of the Materials.—Here it is only necessary 
to repeat that the text is in the main, a compilation of 
outlines. The book is a guide for reading the Scriptures, 
with little material in the way of introducing the stu- 
dents to the content of the books of the Bible. 

A series of questions appear with each chapter. For 
the most part, these are fact questions with printed an- 
swers in some cases. This feature is not desirable. A 
valuable addition to the text as it now stands would be to 
give some treatment to the historical background and 
origin of the books of the Bible. Only by such a back- 
ground can the student appreciate the literature of the 
Bible. Through the method adopted in this text, the 
Bible stands out and apart from all its historical associa- 
tions and antecedents. Something concerning the 
method of writing and preserving the Scripture could 
well be included in such a volume. Nothing of the mod- 
ern historical approach to the Bible is reflected in the 
text. “How we got our Bible” would prove a valuable 
additional treatment in this unit. 

Pedagogical Provisions to Aid the Pupil and the 
Teacher.—‘Bible Outlines” is an ‘aid’ to the study of the 
Bible. In itself it is a compilation of suggestions for the 
study of another book. Because of its nature, one would 
hardly seek aids in it, to assist in handling the book itself. 
Questions are supplied with each chapter. In some cases 
printed answers are supplied with these questions. The 
entire text could be much more extensive and could in- 
clude more illuminating material. 

There is no teacher’s manual nor any matter for the 
teacher additional to that supplied for the pupil. The 
teacher’s aids could well include maps, diagrams, refer- 
ences to other works on the “Introduction to the Bible.” 

Concluding Remarks.—The text is assigned for one 
year’s use. It could be taught more successfully if it 
were extended over a two year period. 

The present text could be greatly improved by the in- 
troduction of concrete suggestions on the developmental 
growth and history of the Bible. 


168 LUTHERAN GRADED SERIES OF S. S. MATERIALS 


CHART NO. 14. 


BIBLICAL SOURCES OF LESSONS IN THE LUTHERAN GRADED 
SERIES. 


Unit: Bible Outlines. 16 Year Old Pupils. 


Old Testament Verses 2757 
New Testament Verses 1369 


Old Testament: 


Daniel 229 Haggai 22) 
Isaiah 217 Micah 16 
Psalms 162 Obadiah 14 
I Kings 142 Song of Sol. 18 
I Sam. 136 Lamentations 12 
Proverbs 124 Zephaniah 12 
II Kings 124 New Testament: 
Job 120 Matt. 201 
II Sam. 107 John 158 
Numbers 106 Acts 120 
Ezekiel 940 U1ECor: 111 
Nehemiah 91 Luke 101 
Exodus 87 Rev. 67 
Jeremiah 80. Col. 54 
Ezra 73 Eph. 53 
Genesis 72 Philip 51 
Deuter. 70. «II Cor. 49 
I Chron. 60 I Jno. 49 
Leviticus 58 Rom. 46 
Judges 54 Gal. 38 
Jonah 48 Thess. I 36 
Ruth 45 I Peter 34 
Amos 43 Heb. 33 
II Chron. . 42 Mark 32 
Eccles. on elieitim: 32 
Habbakuk S40 oll Tim. 28 
Zechariah 34 James 28 
Hosea 32 Phile. 13 
Joshua e4cTT Pet: 12 
Esther 91 + Titus 10 
Joel 390. «= AL: Thess. 
Malachi 9g II Jno. 2 
Nahum 94 Jude 2 
III Jno. 1 


LUTHERAN GRADED SERIES OF S. S. MATERIALS 169 
BIBLE OUTLINES. 
Age: 16 Years. 


I. Mechanical Features.—(1) The type in this text is 
well selected. The word spacing and the leading is good. 
We allow 28 points out of 30 points. (2) With good 
margins, clear print, and good arrangement, the page 
presents a pleasing effect. We allow 13 points out of 15 
points. (38) Section headings, black-face paragraph 
headings, and italics, warrant this feature to receive 9 
points out of a possible 10 points. (4) No pictorial illus- 
trations appear in the book, and yet several could be used 
effectively even in a book of this character. We allow 0 
points on this feature. (5) The book is well bound, and 
has a fine side and back title. The author’s name and the 
publisher’s stamp, however, would lend dignity to the 
back title. We allow 28 points out of 30 on this feature. 
Total: 78 points out of 100 points. 

II. Literary Technique.-—(1) The book is mainly an 
outline to guide study, hence it can not carry much body 
material. What appears in the text warrants us to allow 
50 points out of 75 points. (2) In carrying out the de- 
tails of the score-card, this feature requires a score; 
however, it is difficult to evaluate the material by all 
these categories. The vocabulary is within reach of the 
pupils of this age. We allow 50 points out of a possible 
75 points. Total: 100 out of 150. 

III. Content.—(1) The text is an “introduction to the 
Bible.” Personal religion receives very little emphasis. 
We allow on this feature 25 out of 150. (2) Less empha- 
sis on social application of religion appears, than upon 
the personal aspects. We allow 25 points out of 150 
points. (8) No emphasis is placed upon Church ele- 
ments in this text, other than that which appears in the 
letters of Paul and the Book of Revelation. We allow 15 
out of 100 on this feature. Total: 65 points out of 400. 

IV. Pedagogical Provisions to Aid the Learner.— 
(1) The aim of the text is to serve as a guide to the study 


170 LUTHERAN GRADED SERIES OF S. S. MATERIALS 


of the books of the Bible. This aim is carried through- 
out the text and functions well. We allow 35 points out 
of 40 points. (2) The same type of treatment appears 
throughout the text. While little variety could be ex- 
pected in the nature of the case, some advance could be 
made upon the present materials. We allow 25 points 
out of 40 points. (3) The questions and outlines war- 
rant us to allow 20 points out of 40 on this feature. (4) 
The text does not lend itself to emphasis upon conduct 
and religion in daily life. It probably accomplishes this 
as well as could be expected of a text of this nature. © 
But in comparing this with other texts in the series, we 
are compelled to allow only 10 points out of a possible 40 
points. (5) Here the same general conditions prevail, 
and we allow 15 points out of 40 points. Total: 105 out 
of 200 pooints. 

5. Pedagogical Provisions to Aid the Teacher.—(1) 
The introduction to the text points out some suggestions 
as to its nature. The meagerness of helps on the book 
as a whole, leads us to allow only 10 points out of 75 
points. (2) The lessons in themselves are outlines, al- 
lowing opportunity for additional helps on the outlines 
which in themselves are “helps” to the study of the Bible. 
On this feature we allow 20 points out of 75 points. Total: 
30 points out of 150 points. 

On all features the book receives 378 points out of 1000 
points. 


x > 

vic) oy 

ions 

a i 
PT ET IN ACSA I) RR EOS et as oe eat 
FORME Greate Cie Cathe et cae es ake 30 28 

Se Attractivetiess.Orrpagen oe okey bes 15 13 

a -Oreanizationuot the pagel ve. co.cc ces 10 9 

PP ICLOPIAL AUSTLAEIONS tale ce raters tive ie 15 fe) 

GoTo UTIs ANG) DIMITRI oon ots it elen fae 30 28 

Pea us ATR Yee POC IN EC) ET EO Fat se are 8 YR ea ely sie 
Tr eGeneral iteraty< merit) ) on... chee ce 75 50 

2. Appropriateness of style to age of 


III. CONTENT 
iy 


REEDED ree ORE 9 MORONS BOAT Ge CHER -ultelig eta 150 25 
2. Fitness of materials to meet needs 
centering primarily in society ... I50 25 
3. Fitness of materials to meet needs 
centering primarily in the Church I00 15 
IV. PEDAGOGICAL PROVISIONS TO AID THE 
RTI FT Ge ai Tes cite ei cle alah ttial dia ois delaiclete ave’e sidtlbte 
I. Evidence of the functioning of an 
AEE tit ei 2 ee MRA SR ora Oo 40 35 
2. The proper use of various types or 
forms of lesson organization ..... 40 25 
3. Provisions for controlling study ... 40 20 
4. Provisions for insuring functioning 


LUTHERAN GRADED SERIES OF S. 8S. MATERIALS 


SCORE CARD EVALUATION. 
Unit: Bible Outlines. 


Age: 16 Years. 


NUD US ihe re Mitre ere ie cntee es eateiog cre 75 50 


Fitness of materials to meet needs 
centerin primarily in the indi- 


of instruction in daily life and 
ROMAUCtTVOL DUDS... Modest dover 40 10 
Provisions for enriching and ex- 

panding experience in ways 
opened up by the lesson but ex- 

CET CIN ORD EMOL CIE nk. ou ant oclowrela ce 


40 1s 
V. PFDAGOGTCAL PROVISIONS TO AID THE 


1 Bie VEE AL ag er aah et 3 SS ey ae RS Ae Ld 
1. Teaching helns involved in the or- 
ganization of the book as a whole 75 10 
2. Teaching helns involved in the in- 
dividual) lessanem. can es ot a ee rhe: 20 
TOTAL 


2 at o ¢ UO 6) C6 58 615 070 66 Ge Bie © 6 6.6 6 @ 6 0 6 @ 616 6 6 8 60 0 6 Oe 


oereeereece eee eee eee eeeeeeeeeseeeereee eee eee 


"soy StH 


171 


be PeMONY 


100 


65 


105 


172 LUTHERAN GRADED SERIES OF S. S. MATERIALS 


EVALUATION OF BIBLICAL MEMORY WORK. 


Unit: Bible Outlines. Age: 16 Years. 


A2 Br B2 Total 


30 


Io 


15 


15 


25 100 


10 42 
20 82 
10 50 
12 55 
10 42 
12 45 
I5 50 
I2 55 
20 62 
20 65 
I2 55 
EH O7. 
15 65 
15 60 
15 50 


| Boh gh bs} 
15 70 


oo 8 th 
“SJ 
un 


56 255 
IO 40 
124737 
aE ia 


COMMENT AND CRITICISM. 


No memory verses given. 
Good concepts but too extensive. Di- 
verse ideas in the two verses. 
High religious value. Functional. Of 
fair length 

Good concept in two verses, less val- 
uable in other two. 

Theological emphasis. Diverse ideas 
in the four verses. 

Lacks functional value. Fast state- 
ment. Diverse ideas. 
Deeply theological. Diverse ideas. 
Selection too long for purpose. 
Complicated thought. Varying ideas 
in the different verses. Too long. 

Good concepts but too many ideas 
presented. 

Valuable ideals. Diffused ideas in the 
several verses. Too long. 

First portion theological and difficult. . 
Second portion functional. 

Valuable concepts. Too diffused se- 
lection. 

Unrelated verses. Difficult figures of 
speech. 

Good concepts. Length within range 
of possible use. 

Unrelated ideas in two verses. Good 
length. 

Deeply theological. Lacks functional 
value. 

Figurative language. Unrelated ideas. 
Practical and functional value high. 
Selections from one writer. 
Unrelated ideas. Figurative language. 
High religious value. Related thought. 
Apocalyptic and figurative. Lacks 
practical and functional value. 
Figurative language. Lacks practical 

application. 
Lacks functional value. Mere narra- 
tive statement. 


-Figurative language. Little function- 


al value. 
Verses divide equally in value. Fig- 
urative language in some. 


LESSCN No. REFERENCES. 


12. 


13. 


(No memory verse) 


Matt. 28 :18-20 
Matt. 11:28-30 
Mark 8:35-37 
Luke 2:14 
Luke 16:-3 
Luke 16:31 
Luke 18:14 
John 1:1 
John 3:16 
John 14:1 
John 15:1 
John 20:31 
Acts 2:38 
Acts 4:12 
Rom. 1:16-17 
Rom. 3 :28-24 
Rom. 3:28 
Rom. 6:23 

iE Gorg2-14 

I Cor. 13:4-7 
1 Cor. 15:55-57 
II Cor. 4:18 
II Cor: 9:6-7 
Gali 3:11: 

Gal. 6:2 

Gal. 6:7-9 
Eph. 2:8, 9 


Eph. 4:31, 32. 


Philste2t 
Phils: 424-7 
Col. 2::6-7 
Col. 2:9-10 


LUTHERAN GRADED SERIES OF S. S. MATERIALS 173 


MEMORY WORK IN THE LUTHERAN GRADED SERIES. 
Unit: Bible Outlines. 


16 Year Old Pupils. 


LESSON No. 


REFERENCES 


14. | Thess. 5:17, 18, 21, 22 


15. 


16 


1h 


18. 


19; 


20) 


21. 


22. 


1 Timy 6:10 
LD Tam2is2 
Titus 3:5-7 
Heb. 4:12 
Heb. 4:16 
Heb. 11:1 
Heb. 12:1-2 
James 1:12 
James 1:19 
James 1:27 
James 2:26 
James 3:17 

I Peter 1:24-25 ’ 
I Peter 5:6-8 
bJohnm2s1o) a 
I John 3:16, 18 
I John 4:8 

I John 5:12 
Rev. 1:8 

Rev. 2:10 
Rev. 3:20 
Rev. 21:4 
Rev. 22:14 
Rom. 5:12 
Rom. 6:23 

I Cor. 15:22 
John 3:16 
Bxaplp el so 
Heb. 9:13, 14 
Num. 6:24-26 
Num. 14:18 
Num. 24:17 


174 


CHART NO. 15. 


CHART SHOWING 


LUTHERAN GRADED SERIES OF S. S. MATERIALS 


DISTRIBUTION OF BIBLICAL MATERIAL IN THE LUTHERAN 
GRADED SERIES ACCORDING TO TYPE OF MATERIAL. 
(IN VERSES) 


je) 

4 

A 

pet) 

- 

a 

5. 

@ 

te abe, 13 

Bivtiie:s ate 301 

Dog Le seth 432 

Greg 644 

a ea 1012 

6.5 ae 291 

7. 370 

8. 1983 

Oise tte: Ls, 468 

RO 10927 

1 Bh a Aa QI 

j Ae | aie 3043 

Iseee. >. 338 

1k pee pet 1334 
Total 


Ses Tae 
ae 
Stuns 
es 
ete Sak 
88 7 
5 
108 2 
70 IQ III 
55 51 
8 {Wi 8 
48 
28 
116 16 126 
214 
27 44 
2138 
168 74 197 
969 279 175 


‘*tadsory 913d0u4S 


21337 3926 458 721 10204 


*1_-In Mother’s Arms. 
2-—-Wonderland. Vol. 23. 


3--Wonderland. Vol. 24. 


4—Workland. Vol. 23. 
5—Workland. Vol. 24. 
6—Pictureland. Vol. 18. 
7—Pictureland. Vol. Io. 


?) Ua SS Rs one 
4 pi NaS as 
ro eee ee we 
sv . > ® 
es MER ne) = 
e) fz a4 Jj 
: ae 
aoe § 20 43 
58) ONT GA 17 1306 
74 «45 Ford cris a2 
114 ABT Heese ie Hales ta. | 
879 (;.20'\(9o" 15. 1118 
56 50 fees 
TO 25 89 418 
6827. O85 2755 50 e720 
7550 wie 2011 
830 1027. 73 404 III4I 
O8i 500; 1B Q7eY ee TO2 
496 557 37 12 5181 
334 253 1203 60 777 
158 120 600 67 2757 


ae 
Salers 
vib ch 
@ 
x tJ 
Scneuieecs 
; & 
65 108 
283 679 
308 856 
7900 1634 
3807 4925 
261 587 
334 752 
508 1324 
986 2997 
4508 15649 
358 520 
2161 7342 
3002 3779 
1369 4126 


3437 2289 2312 588 26442 18830 45272 


8—Bible 

o—Bible 
10—Bible 
11—Bible 
12—Bible 
12—Bible 
14—Bible 


Story. 
Readings. 
History. 


Facts and Scenes. 


Biography. 
Teachings. 
Outlines. 


LUTHERAN GRADED SERIES OF S. S. MATERIALS 175 


CHART NO. 16. 


SUMMARY OF 


SCORES ALLOWED UNITS IN THE LUTHERAN GRADED SERIES. 


- 


Highest 
Score 
ArA-5G6-7-S-0 1dOu TE 12) 113 14) 188716 

(x) Score yr yrsyrcyrsyrsyr yr yr yr yr yr yr Total 
Dies aie 100 94 82 70 73 85 68 78 86 77 80 78 871 
baits ancchi Paley Catia alae BU 9r20 We2o TUM 2h ren 289) 26) 28 so oSh Logan oh Zoe 
£7 ON ae ap Lia LOI TOM ID) ATO IO REQ 0s T Slats Par Vk 28 
adsl ATA Re LOM OMe 7k et ot) ol ae hos O y aa we Oe Ot Laan 
APY gig ap ee ae STATS WT SemtOn te U0 w7. 10s Ole Oe OF Lis 
8. 5 A 360;\ 28/25) 20°). 20:9 28 (25 28 28% .28) 28° 28> 286 
Dae reckons on. 150 135 100 85 110 90 80 80 115 110 140 100 1145 
TRO et a 75°65" 50 40 “50.40 (40: 40. So" 50~-70' 50. 545 
ok PLURAL a 75 70 50 45 60 50 40 40 65 60 70 50 600 

19D ie Sh SP aah 400 275 215 210 175 $0 100 100 120 135 280 65 1765 
Degrees SNSENe ah ace 150 100 75 75 75 25 50 50 50 50125 25 700 
7 Ge ASE Seth? ae 150 100 90 60 60 25 25 25 35 40 75 25 560 
RCcabrae A cel Sollals 100 75 50 75 40 40 25 25 35 45 80 15 505 

DIVE Re cts ans 200 165 120 100 110 55 50 65 120 100 125 105 1115 
Se ey ah tks 40 35 20 25 30 20 20 30 35 25 35 35 310 
7S ALS RARE ge AQVe 20 7moe 20.20 10 10.110 - 430. Ov 30. 25 vedo 
Seo Sa A035) 830 coe 15 ION TO) 10! 20 S151 Sneeou ecu 
NE A AE 40:1 30: )20°15 20+ 107° 5) 5° (15 15° 15470. “160 
MN cio /scaye-oln oe AD M20 i250 220052000599) So 10 420.725. 20, (IS 210 

Waging bic 150 85 90 60 75 50 45 75 25 50 50 30 635 
a a TOP ESO ESOT OO 2h 2s 20.250 01-25. 250k are 
rn BS. ASE 75: 35) + AO! £40... 50. 25 25% 50). 25. 252) 25: . 201, 260 

ROEM! pees: «. 1000 754 607 525 543 370 343 398 466 472 675 378 5531 


(x) “Item” refers to factors designated by same same numeral 
in score card. 

In bold face type: (1) Highest score allowed major and minor 
elements in score card; (2) score of each unit on each major ele- 
ment; (3) total score for series on any major or minor element in 
score card; (4) total score for any unit on all major and minor 
elements in score card. 


To 4 yrs—In Mother’s Arms. 12 yrs—Bible History. 

4-5 yrs—Wonderland. 13 yrs—Bible Facts and Scenes. 
6-7 yrs—Workland. 14 yrs—Rizle Biography. 

8-9 yrs—Pictureland. 15 yrs—Bible Teachings. 

10 yrs—Bible Story. 16 yrs—Bible Outlines. 


Ir yrs—Bible Readings. 


176 LUTHERAN GRADED SERIES OF S. S. MATERIALS 


THE LUTHERAN GRADED SERIES IN THE LIGHT OF PRINCI- 
PLES THAT SHOULD UNDERLIE A CURRICULUM OF 
RELIGIOUS EDUCATION. 


It is the aim here to state the essentials of a curriculum 
of religious education and to evaluate the Lutheran 
Graded Series in the light of the theory here set forth. 

(1). <A curriculum is a means to an end, rather than 
an end in itself. Knowledge of religious facts is not for 
the sake of knowledge alone. Knowledge is a means to 
an end. Life itself is that end. Too frequently a cur-. 
riculum is thought of as an end instead of a means to an 
end. It is apparent throughout the Lutheran Graded 
Series that the curriculum is thought of as an end. The 
writers emphasize grasping content rather than the cur- 
riculum as a means to life. 

(2). A course of study should be purposive from be- 
ginning to end. This means that clear objectives for the 
whole course of study should be held in mind in the for- 
mulation of an entire curriculum. While there should 
be proximate aims for the immediate lesson and for the 
particular text-book, there must be ultimate aims in both 
of these. The ultimate aims should be worked into the 
entire curriculum. The materials of the curriculum 
should be progressive and should constantly meet the 
growing needs and the changing problems of the indi- 
vidual’s life. This conception was in the mind of the 
originators and promoters of the Lutheran Graded Series, 
but unfortunately such a definite aim is not carried out. 
The Series deals with widely separated subjects through- 
out. The plan to déal during one year with geography 
and during one year with biography precludes in large 
measure such a purposive idea as is suggested above. 

(8). There are varying and conflicting theories of re- 
ligious education. From this it naturally follows that 
there are varying theories of the nature of the curricu-. 
lum. The particular theory of the objective of religious 
education for any ecclesiastical group will determine the 
nature of the curriculum for that group. Among the 


LUTHERAN GRADED SERIES OF S. S. MATERIALS 177 


theories of the curriculum are: (1) the curriculum should 
primarily furnish Biblical knowledge; (2) it should train 
for Church membership; and (8) it should train for 
Christian social living. The Lutheran Graded Series is 
built on the Biblical-knowledge—ecclesiastical idea. The 
conduct-response theory of religious education (training 
for life itself) is lacking in emphasis in this Series. Mod- 
ern religious pedagogy follows the leadership of general 
educational theory in emphasizing the curriculum as a 
means, as discussed above. Living is the objective of all 
education. The Lutheran Graded Series lays little stress 
upon conduct-response as the goal of religious education. 
The Series is faulty in its over-emphasis on the content 
as the goal of the curriculum, and its under-emphasis of 
the life-aspect. 

(4). One of the objectives of a curriculum of religi- 
ous education should be to furnish the materials that will 
set forth the Christian way of living. Mere knowledge 
is not religious education. Knowledge applied to living 
is the desired goal of religious education. All knowledge 
should lead to conduct. Curriculum materials should be 
selected because of their adaptability for use along the 
line of life-relationships. 

(5). Religious education should seek to touch the 
emotions. Mere intellectual appeal will not provide the 
necessary basis for the religious life. Much religious 
education should find its setting in situations that stir the 
emotions and move the will. These facts should be taken 
into account in selecting curriculum materials. The ma- 
terials in the Lutheran Graded Series lack in emotional 
appeal. Emphasis, as has beeen stated, is placed on the 
knowledge—and information—aspect of the curriculum. 
The Series lacks in appeals to the great ambitions and 
“loyalties” of youth. 

(6). The child should be the central factor in deter- 
mining the content and nature of the curriculum of reli- 
gious education. This is sometimes expressed in the 
words “the child at the center.” The “slogan” does not 
mean merely that we put the child at the center of our 


178 LUTHERAN GRADED SERIES OF S. S. MATERIALS 


work and give him what we think he needs. We must 
first of all know him and find in him the needs which 
must be met by the curriculum. The Lutheran Graded 
Series does not follow this principle although its origi- 
nators and promoters were interested in developing a 
curriculum that would meet the needs of the growing 
child. The Lutheran Graded Series is a book-centered 
curriculum. The materials of the Bible were selected in 
the expectation of meeting the varying capacities, needs, 
and limitations of the child; but the principle followed 
was that the Book is the center of the curriculum. 

(7). In making a curriculum of religious education 
the principle of selection should play a great part. Not 
all existing materials can be used. Only those materials 
best adapted for the end in view should be used. The 
limitations of time and equipment make selection neces- 
sary. In certain sections, the Lutheran Graded Series 
was constructed with a desire to cover a certain amount 
of material, regardless of the time limit placed upon the 
study by the present-day Sunday School organization, 
and irrespective of the value of such materials to the 
child. This is notably true of the text, “Bible History.” 
In several of the texts of the Series the material was se-. 
lected with a view to illustrate the doctrines presented, 
but in many cases the organization is haphazard and not 
selective. 

(8). The principle of adaptation should play an im- 
portant part in the making of a curriculum of religious 
education. The particular personal and social needs of 
a people ought to be reflected in the materials of a cur- 
riculum. Rural and city factors should be taken into ac- 
count in the preparation of a curriculum. The various 
phases of city life should be considered in the selection of 
curriculum materials. For example, material should be 
presented of special value to people in industrial condi- 
tions. The Lutheran Graded Series has not taken this 
principle into consideration. The general assumption of 
Lutheran theology and religious educational practice is 
that the same message applies to all manners and condi- 


LUTHERAN GRADED SERIES OF S. S. MATERIALS 179 


tions of men; and therefore little attention is paid by the 
Lutheran Church, as a whole, to the differentiating fac- 
tors in human experience. 

(9). As far as possible the materials of religious edu- 
cation should be concrete and have practical bearings. 
Religious education should not be academic or pedantic in 
its goals, but practical, and should aim at life conduct. 
Hence, the materials must be of such a character that 
they will fit into the objectives of religious living. 

The Lutheran Graded Series savors of a pedantic 
flavor. The lessons stress theological ideas rather than 
concrete situations of life. Very seldom is the lesson 
material brought into touch with human relations. 

(10). <A curriculum of religious education should be 
comprehensive in its make up, and deal with many as- 
pects of life. Religious education should not be one- 
sided. To avoid this, the materials of the curriculum 
must suggest in a large way the application of religion 
to the physical, mental, social, and moral aspects of life. 
Many will want to add an additional aspect to the group 
and name it spiritual or religious. The spiritual and the 
religious, however, are aspects of the physical, mental, 
social, and moral relations of life. An additional factor 
in the religious life is the element of a transcendent rela- 
tion to God. This may be called the mystical relation of 
the individual to God through prayer and communion. 

The Lutheran Graded Series stresses the theological 
interpretation of religion. Religion in this Series, is 
viewed largely as an acceptance by faith of the work ac- 
complished by Christ, and life is expected to follow from 
this acceptance. 

(11). A curriculum of Christian education should 
also contain considerable quasi-biblical material—ma- 
terial about the Bible. In this field will be books on the 
history of the growth of the Bible; how the Bible was 
made; and related themes. This is cared for in the Lu- 
theran Graded Series in “Bible Outlines.” This work, 
however, iS very meager and unsatisfactory compared 


180 LUTHERAN GRADED SERIES OF S. S. MATERIALS 


‘with the many useful and usable texts available in this 
field. 

(12). While the Bible remains the primary source of 
material for the curriculum of Christian education, a 
large part of the curriculum should consist of extra-bibli- 
cal materials. The hand of God in modern life, and mod- 
ern heroes and heroines of the cross should be included 
in the curriculum. Progress in missions, in social re- 
form, and in Christian enterprises should form a part in 
the materials. 

The Lutheran Graded Series lacks greatly in extra- 
Biblical material. It is primarily a Biblical course. Only 
when we come to “Bible Teachings” (for 15 year old pu- 
pils) do we find extra-biblical material. Here only it 
deals with the Church as an institution; and only brief 
reference is made to the enterprises of the Church. The 
Series carries no references to modern Christian heroes 
and heroines. 

(13). The individual makes demands upon the cur- 
riculum. He requires and deserves that the curriculum 
provide him with material for his religious thought life; 
that the curriculum furnish him with ideals of conduct 
and action; that it provide him with material for the cul- 
tivation of communion with God. The curriculum should 
provide him with the materials that will aid him as an in- 
dividual to adjust his life to the divine and human envi- 
ronment in which he lives. 

The Lutheran Graded Series does not stress the appli- 
eation of the messages of the Bible to human situations. 
As pointed out repeatedly, the emphasis is upon Biblical 
knowledge. Only in the earlier units are prayers and 
hymns provided for the pupils. These are totally lack- 
ing in most of the units. Hence a child would receive no 
training in these on the basis of the materials in the 
Series. Directions for personal religious growth are 
lacking in the Series. 

(14). The content of the curriculum should include 
that which the Church as an institution will demand. 
This includes material which prepares for membership in 


LUTHERAN GRADED SERIES OF S. S. MATERIALS ._ 181 


the Church. It is not likely that such a factor as religion 
would exist or propagate itself without organization. The 
Church, therefore, which is organized religion, has a 
right to expect that a curriculum of religious education 
should include the history, the polity, and the enterprises 
of the Church. 

Such materials do not appear in the Lutheran Graded 
Series until we reach “Bible Teachings” (for pupils 15 
years of age). Here it is also only very meager in ex- 
tent. 

It is true that the Lutheran child receives such instruc- 
tion in the Catechetical classes, but only a limited num- 
ber of children receive such instruction. Again, the 
children are in catechetical instruction for only a limited 
amount of time. Instruction in the things that make for 
intelligent and active membership should be distributed 
throughout the entire Sunday School course of study. 
This instruction should begin with simple lessons for the 
earlier years and grow in extent and difficulty with the 
advance of the age of the pupil. 

(15). Society makes demands upon the curriculum 
of religious education. Religion has social implications 
and applications. This is evident in the teachngs of 
Jesus. Although neglected at tmes, the social aspect of 
Christianity is frequently acknowledged in the teachings 
of the Church. The religious duties of Christians in- 
volve responsibilities as members of society and as citi- 
zens of a country. While the goal of Christian education 
may not be summed up in the phrase “‘making Christian 
citizens,” religious education implies developing Chris- 
tians who will perform their duties as citizens in a Chris- 
tian way. 

The Lutheran Graded Series carries little or no empha- 
sis on the duties of Christians as citizens of a country. 
No social problems are raised and no social emphasis is 
given to the teachings. 

(16). A curriculum of religious education should 
make provision for expressional activities. These ac- 
tivities must be suited to the age of the pupils. They 


182 LUTHERAN GRADED SERIES OF S. S. MATERIALS 


should include hand-work to illustrate the lessons, and 
also actual service projects for the benefit of other people. 
Hand-work should be more than craft-work, and should 
have religious significance. 

No expressional activities appear in the Lutheran 
Graded Series. No hand-work (with or without religi- 
ous significance) other than the directions for sand-table 
work in ‘‘Workland,” appears in the Series. The Series 
lacks in suggestions for projects, problems, and social ser- 
vice activities. 

(17). The curriculum of religious education should 
contain materials that make instruction vivid and should 
include music, ceremonial, stories, art, pictures, plays, 
games, drama, group activities, and pageantry. 

The Lutheran Graded Series makes use of stories in 
the earlier grades. Pictorial illustrations appear in sev- 
eral of the texts. As a Series it lacks many of these de- 
sired features. Many of the texts are without illustra- 
tions. No text presents suggestions for play, games, 
drama, and pageantry. Music is lacking in the Series 
but this is probably due to the fact that the music has 
been cared for by Sunday School Hymn Books. 

(18). A curriculum of religious education should con- 
tain material for the self-perpetuation of religious educa- 
tional organizations. Material for the training of pro- 
spective teachers is an essential part of a complete cur- 
riculum of religious education. 

The present authorized Lutheran Graded Series does 
not contain such material. The pupil who studies ‘‘Bible 
Teachings” and “Bible Outlines” has a foundation for 
teaching the Biblical aspects of the curriculum, but no 
texts cover materials dealing with the nature of the pu- 
pil, methods of teaching, and the problems of organiza- 
tion. The Lutheran Church has issued text-books on 
teacher training. It publishes also a quarterly magazine 
for teachers, ‘“‘The Parish and Church School.” These 
are helpful, but a larger amount of teacher-training ma- 
terial should be placed in the course of study for the Sun- 
day School pupils. 


'LUTHERAN GRADED SERIES OF S. S. MATERIALS 183 


PART III. 


CONSTRUCTIVE SUGGESTIONS FOR A MODIFIED CURRICULUM 
OF CHRISTIAN EDUCATION IN THE LUTHERAN CHURCH. 


The aim of this portion of the study is to outline the 
principles upon which a curriculum of religious education 
should be constructed and to suggest the major features 
which should characterize such a curriculum. 

- In an effort to produce a series of texts it is necessary 

to adopt a scheme of age-grouping. While there will be 
grading within the age-groups, the groups represent the 
outstanding divisions with distinguishing characteris- 
tics. An age-grouping ‘‘was marked out, after much 
careful study, by the Religious Education Association in 
1914, and adopted by the International Sunday School 
Council in 1921.” (Cope: Organizing the Church 
School, note, page 129.) 

This age-grouping which has the approval of the lead- 
ers in general and religious education is as follows: 


AGE DEPARTMENT IN THE SUNDAY SCHOOL 


Pre-school age Cradle Roll, or section of Home De- 
partment. 
4-5 (6) years Kindergarten or Beginners. 
6-8 Primary Department. 
9-11 Junior Department. 
12-13 Intermediate Department. 


15-17 Senior Department or High School Department. 
18-25 Young People’s Department. 
25-upward Adult Department. 


A Lutheran graded series of Sunday School materials 
could well be constructed on the basis of the above age- 
groups. The plan would allow for individual text books 
for each age within the groups. But, in the main, ma- 
terials of the same type and same level of comprehension 
will suit the ages within the groups. It must also be 
remembered that children vary greatly in capacities and 


184 LUTHERAN GRADED SERIES OF S. S. MATERIALS 


hence the three-year groups of the above scheme will al- 
low for these capacities. 

In this section a uniform plan is followed in dealing 
with each age-group. The following outline forms the 
basis of the treatment of each group. Not every feature 
of the outline is discussed in connection with each group. 
The major features are applied to all groups. The minor 
items are applied only to certain of the age-groups to 
which they are best:adapted. 


OUTLINE FOR THE TREATMENT OF THE CHARACTERISTICS OF 
A TEXT SUITABLE FOR THE VARIOUS AGE-GROUPS. 


I. The religious nature of the pupil of the age-group. 
Characteristics. Limitations. Needs. 

II. Aims of instruction for the period. General aims. 
Specific aims. 

III. Subject matter. Biblical. Extra-Biblical. Quasi- 
Biblical. Catechetical. Missionary. Art and pictures. 
pictures. 

IV. Worship materials. Hymns, songs, prayers, lit- 
urgies, ritual, music. 

V. Teaching methods. Story-telling, sand-table, 
drama, pageantry, questions, memory-work, (Biblical, 
Hymns), problems, projects, topics, hand work. 

V. Service activities. “Something to do.” ‘Good 
turns.” “Golden deeds.” 

VI. Pedagogical aids for the teacher and for the pupil. 

Each age-group will be approached from the above 
viewpoints to determine the type of materials and pre- 
sentation to be adopted. 

It is the belief that such a treatment as outlined above 
should serve as a guide to authors of individual texts in 
religious education, and to editors in the formulation of 
a series of texts. 


THE CRADLE ROLL OR HOME DEPARTMENT. 


The Child of the Pre-school Age. 


The Church should be interested in the religious edu- 
cation of the child before it enrolls in the Sunday School. 


LUTHERAN GRADED SERIES OF S. S. MATERIALS 185 


Heretofore, the department of pre-school age children 
has been called the “Cradle Roll’ and has consisted 
largely of the mere enrolling of these children. More 
recently it has been urged that the effort of the Church 
should be much wider than that formerly represented by 
the term ‘‘Cradle Roll.”” This work should be carried on 
under a general department known as the Home Depart- 
ment, which should be entrusted with the entire effort 
of developing religion in the home environment. 

The pupil of pre-school age.—A child’s education be- 
gins at its birth. In many respects the earliest years 
are the most important. The child absorbs his environ- 
ment and reacts on the basis of its surroundings. “As 
soon as the child is born we may begin to lay the founda- 
tions for a religious character and life.’ (Betts: The 
Mother-Teacher of Religion, Page 15). 

‘‘Character is physiological ..... This moral ma- 
chinery of living, the child, too, must begin to build, if he 
is to acquire character. The babies in the cradle are, as 
a matter of fact, beginning to build this machinery from 
the moment they make any response to human beings, 
which is right soon. The foundations of long standing 
habits are being laid from the very beginning. If these 
foundations are weak and shaky, in view of the building 
that is to be built on them, there will be a general disas- 
ter in the form of a weak and. shaky individual.” 
(Hartshorne: Childhood and Character, Page 18). 

For its religious development the child’s greatest need 
is wholesome environment marked by love, cheerfulness, ~ 
and kindness. A religious atmosphere will inevitably 
affect the religious life of the child. 

Aims.—The responsibility of the Church to the chil- 
dren of pre-school age is primarily a responsibility to the 
parents. The comprehensive aim of the Church should 
be to aid parents “in understanding the needs and capac- 
ities of the child physically, mentally and spiritually, and 
to assist them in its early care, nurture and development.” 
_ The Lutheran Church emphasizes infant baptism as 
part of the parents’ responsibility to the child. The 
Lutheran view of the “Cradle Roll” is aptly expressed in 


186 LUTHERAN GRADED SERIES OF S. 8S. MATERIALS 


the following words: “Instead of beginning the Church’s 
school work with the ‘Cradle Roll,’ as is done by so many 
denominations, the General Council (Lutheran) begins 
its instruction of the youth in a truly Lutheran manner. 
The ‘Cradle Roll’ as its name indicates, is a purely ex- 
ternal way of enrolling the children of the school. The 
General Council system, on the other hand, in providing 
for the Church’s training of the child during the period 
of infancy, begins its care of the child with the point of 
holy baptism, the real period when the child first comes 
under the care of the Church and is planted into it, not 
through the medium of a mere external ‘Roll,’ but by the 
sacrament instituted by our Lord Jesus Chrsit.” Hunt: 
The Lutheran Sunday-School Handbook. P. 99). 

The Church should seek to assist the parents to develop 
in the child an “increasing ability to participate in sim- 
ple forms of worship, little acts of helpfulness, a desire 
to serve, a growing apprehension of other’s rights, and 
unselfishness.” 

Agencies.—The Church should aid parents to meet 
their responsibilities through the means of mothers’ clubs 
and classes; visits to the home by Church workers; and 
through the distribution of literature. 

The mothers’ clubs can devote themselves to the study 
of the psychology of childhood. The Church will seek to 
aid parents to meet their full responsibility to the needs 
of the child in his physical, mental and religious natures. 

The Church visitors should help parents with special 
problems, build up religion in the home, lead the child to 
Sunday School at the proper age, and foster the parents’ 
interest in the Church. 

Literature.—Religious workers should acquaint par- 
ents with the various publications dealing with child life 
and religion in the home. In this field the publications 
of the United States government, the “American Home 
series’ (Abingdon Press), and those of the various wel- 
fare associations will be helpful. 

The following books will be of great help to parents: 
Betts: The Mother-Teacher of Religion; Mumford: The 


LUTHERAN GRADED SERIES OF 8. S. MATERIALS 187 


Dawn of Religion in the Mind of the Child; Holt: Care 
and Feeding of Children; Weizle: Training Children in 
the Christian Family. 

During the ages up to three years, the child will be able 
to commit to memory very simple prayers and songs, and 
these will enter into the home worship and religion. 

Stagg’s “Home Lessons in Religion” will be of great 
service to parents in cultivating a religious atmosphere 
in the home and in training children in simple expres- 
sions of religion. Each day’s lesson in the above volume 
is built on the plan of a story, prayer, song and some- 
thing to do.” This plan provides for impression and ex- 
pressions. 

Materials of service to Primary children (ages 4 and 
5) will be useful to the children of the late pre-school age, 
and in some cases children three years of age can be ad- 
mitted to Sunday School classes. 

Methods with the child.—The pedagogical methods 
with the child of pre-school age consist chiefly of conver- 
sation, story-telling, simple memory work, and simple 
hand-work. 7 

The child should be given opportunity to do little help- 
ful deeds about the home. 


THE BEGINNERS’ DEPARTMENT OR KINDERGARTEN. 


The Beginners’ (or Kindergarten) Department in- 
cludes the children of four and five years of age. 

The Religious Nature of the Pupils.—The religious de- 
velopment of children of four and five years of age can 
proceed on the basis of such native capacities as wonder, 
awe, and the parental instinct. From these traits the 
thought of God can grow and it is quite easy for them to 
grasp the thought of God as the Creator and Sustainer 
of the world about them. By false training this natural 
tendency to awe and reverence can readily be turned into 
fear. It is quite natural for the child of this age-group 
to be trustful of parents and this trust can readily be 
transferred to trust in the Heavenly Father. The cred- 


188 LUTHERAN GRADED SERIES OF S. S. MATERIALS 


ulity of the child of this age is the basis for a higher 
faith. His suggestibility marks out the importance of a 
correct environment from which he derives his religious 
ideals and patterns. 

While his credulity is the basis of a higher faith it can, 
through wrong training, be abused and lead away from 
God. Only the child who possesses a good father can be 
taught the thought of God as a good Father. The child 
of this age is not ready for the mysteries of a theological 
explanation of religion and can grasp only simple 
thoughts of God and His world. His understanding of 
religion will be limited to a range similar to the limit 
that is experienced by him in other fields of thought and 
endeavor. 

Because of his credulity and his tendency to trustful- 
ness, the child needs the greatest care in his instruction 
that his credulity be not taxed too heavily. He needs 
help and sympathy to meet difficult situations. Since his 
religion is the result of imitation and follows suggestions 
that come to him from adults, he needs the best examples 
in his environment. He needs instruction about God as 
Father and Jesus as Friend. 

Aims of instruction.—In the religious education of the 
child of this period an effort should be made to cultivate 
attitudes ,of trust in God under trying circumstances 
thankfulness to God for constant goodness, thinking of 
God as the giver of all good things of life, and counting 
all children as their brothers and sisters and children of 
the Heavenly Father. | 

The aims of instruction for this department have been 
stated by Wallis to be: 

“Aim 1. To lead the child to a knowledge of God the 
Father, whose loving thought and care surrounds every 
living thing, in whom all live and move and have their 
being, and to whom thanks in praise and in willing ser- 
vice for others are due. 

‘Aim 2. To lead the child to a knowledge of Jesus the 
Son of God, who came to be the Helper, Friend, and Sav- 
iour of all and to inspire childhood to follow Him in 


LUTHERAN GRADED SERIES OF S: S. MATERIALS’ 189 


deeds of loving service.” (Wallis: The Beginner’s 
Course.) 

These aims given by Wallis emphasize the knowledge 
feature of religion, and neglect the expressional and so- 
cial aspects. The latter are stated clearly by Harts- 
horne: | 

“1. To develop a Christian type of social response in 
action and attitude, within the child’s limited environ- 
ment, both real and imaginary. 

“2. To assist him to a social interpretation of his en- 
vironment, which shall include God as the great Father 
of all. 

“3. To assist the growing consciousness of self to 
come to a head in a self-consciousness which includes a 
recognition of the reality and the claims of other selves, 
as also children of God.” 

Subject-matter.—The capacities and needs of children 
of this age make it possible and desirable to use in their 
religious instruction such themes as the following: The 
Heavenly Father’s care; God the Giver of Good gifts; 
thankfulness to God for His care; showing kindness to 
others; Jesus, as God’s best gift; stories of Jesus’ child- 
hood; and Jesus the Friend of all children. 

Seasonal programs will be very useful with children 
of this age. During the autumn emphasis can be placed 
upon the gift of the harvest and thanksgiving; during 
the winter, the Christmas message can be stressed; and 
during the spring, the coming of the flowers and the Eas- 
ter message can be effectively used. 

The story of the baby Moses, the birth of Jesus, Jesus 
blessing little children, and the helpfulness of Jesus to 
the sick and needy appeal to children of this age. Bib- 
lical materials for children of this age will best be drawn 
from the Old Testament narratives, the poetry of the 
Bible, the synoptic Gospels, and the Acts of the Apostles. 

It is not necessary that the curriculum for this or any 
period shall rest entirely upon Biblical sources when ex- 
tra-Biblical material can be used effectively for the de- 
sired ends. For children of four or five years of age 


190 LUTHERAN GRADED SERIES OF S. S. MATERIALS 


much material can be drawn from nature that will be 
suitable to teach the thought of God’s care of all His cre- 
ation. Thus we can turn to the animal kingdom and to 
the objects of nature for lessons and illustrations to show 
to the pupil the presence of God in all life. 

The foundation of the missionary attitude can be 
taught by acquainting the children with the children of 
other lands through pictures and simple stories. The 
immigrant child in America also furnishes a concrete op- 
portunity to teach the spirit of kindness, helpfulness, and 
the oneness of all of God‘s children. 

All children like pictures and here is the educator’s 
and parent’s opportunity to use those of a religious na- 
ture. Miss Beard recommends as suitable pictures for 
the Primary room the following: Madonna and Child, by _ 
Max, and Christ Blessing Little Children, by Hofmann. — 
Other pictures suitable for use with this age-group are: 
Holy Night, by Mueller; The Shepherd Boy, by Murillo; 
The Good Shepherd, by Plockhorst; and the Squirrels, 
by Lanseer. (Beard: Pictures in Religious Education.) 

Worship.—The children of this age-group will be able 
to engage in simple worship. They can memorize sim- 
ple prayers and songs. They should be taught simple 
prayers of thanksgiving such as the following: 


“Father, we thank thee for the night, 
And for the pleasant morning light, 

For rest and food and loving care. 

And all that makes the world so fair.” 


The child will be taught suitable morning and evening 
prayers, and simple table prayers. He ought also to be 
encouraged and taught to pray original prayers, no mat- 
ter how brief they may be. Simple original prayers of 
thankfulness and for guidance should be an aim of the 
training of the child of this period. 

Among the hymns suitable for the child of this age are 
the following: 


LUTHERAN GRADED SERIES OF 8. S. MATERIALS 191 


“Jesus and the Children.” 

“Jesus loves the little children.” 

“Away in the manger.” (Christmas song) 
“Father we thank thee for the night.” 

“God is great and God is good.” 


(See: Baker and Kohlsaat: Songs for the Little Child.) 
. Teaching Methods.—The child of this age is fond of 
stories and much of the formal instruction will have to 
come through stories. “The great purpose of the story 
in religious education is to convey truth, to give ideals, 
standards, to awaken the emotions of love, reverence, 
sympathy, and to suggest avenues of expression, to fill 
the child with a God-consciousness.” (Baker: The Be- 
ginners Book in Religion. Page 25.) 

Children of this age can carry out only the simplest 
dramatic efforts, but what they are capable of should be 
utilized. The story of the finding of the baby Moses 
could be acted out by the children of this department. 

Conversation will be a most effective means of instruc- 
tion. Freedom from formal efforts with questions, top- 
ics, and formal discussion will mark the teaching of chil- 
dren of this age-group. 

Simple hand work including cutting and pasting can 
be utilized with children of this age. 

_ Service.—The children of this age-group are not too 
young to begin activities of kindness, which may include 
the bringing of gifts for poor children, making scrap- 
books for children in hospitals, and in mission fields. 

In all his suggestions for service efforts for the var- 
ious age-groups, Hutchins includes suggestions for the 
pupil’s relations to animals. He indicates that the chil- 
dren of this period can provide water and food for birds 
He adds that this can especially be carried out if there is 
a week-day meeting of the class or department. 

Programs.—Typical programs for the sessions are the 
following: 

(1) Pre-session preparation, quiet, march from 
Church to class circle, morning circle, greetings and 
good morning songs, informal talk, counting children, 


192 LUTHERAN GRADED SERIES OF S. S. MATERIALS 


welcome to new children, welcoming back the absentees, 
birthday recognition, cradle roll recognition, prayer, 
new song introduced, talk, story, or exercise preparing 
for thought of the day, offering, text for day, song, prayer 
songs, the lesson, prayer, and song. (Jacobs and Lin- 
coln: The Elementary Worker and His Work.) 

(2) Subject, truth to be shown, Bible verse, music 
perlude, good-morning song, Prayer Hymn, offering, 
story, song, story, prayer, and good-bye song. (Beard: 
The Beginner’s Worker and Work.) 

(3) The opening service, morning talk, lesson story, 
expression work, closing hymn, prayer, and Grace. 
(Christian Nurture Series.) 

(4) Quiet music, opening hymn, prayer, nature talk, 
hymn or nature song, offering, lesson story, memory 
' verse, handwork, closing hymn, and closing prayer. 
(Build and Poor: A Manual for Teachers of Beginners’ 
Classes.) 

(5) For the order of the home program, Stagg sug- 
gests the following: story, prayer, song and “something 
to do.” (Stagg: Home Lessons in Religion.) 


THE PRIMARY DEPARTMENT. 


Ages: 6-8 Years. 


The Primary Department includes the children of ages 
six, seven and eight years. 

The Religious Nature of the Pupils.—The child of the 
primary age has a religious attitude which is the product 
of his previous training and his environment. His faith 
is socially inherited and he has not come to a point of 
much questioning on religious matters. He is moved by 
awe, respect, or reverence if his attention has been di- 
rected to the wonders of the world. This leads him to 
dependence upon God. His morality is largely that elic- 
ited by social approval or disapproval. The pupil’s 
thought of God is changing from the concrete to the ab- 
stract. He sees religious purpose in the service rendered 
by others in social situations. His own life grows in the 


LUTHERAN GRADED SERIES OF S. S. MATERIALS 193 


direction of helpfulness to others as an expression of his 
religious life. 

The child of this period is limited in his control of his 
emotions. He is somewhat impulsive and given to spon- 
taneous reactions. His reason is growing, but he is in- 
capable of grasping theological and doctrinal concepts. 
He is governed largely by the religious life of his environ- 
ment which is often fraught with prejudices. He lacks 
a background for wide interpretation of religious mat- 
ters. 

The Primary child needs simple thoughts of God and 
Jesus. He should be trained to respect parents. Sim- 
ple prayers prepare the way for a life of communion 
with God. The prayers should represent the best liter- 
ary form. Through worship with others the child learns 
co-operation in religion. He is in need of an ideal en- 
vironment with suitable pictures and other features that 
mold character. His contacts in life and literature 
should be with ideal characters who portray to him right 
conduct in life. 

Aims of instruction.—It should be the general aim of 
this department to build on the previous training received 
by the child in the Beginner’s Department and to seek 
to provide for the continuous growth of the pupil, with 
as little break or discontinuity as possible. 

The department should seek to develop Christian atti- 
tudes, such as reverence for God; appreciation of God’s 
world and the good things of life; of gratitude toward 
God, parents and fellowmen; of good will and kindness 
to others; of loyalty to home, Church and school, with a 
growing appreciation of one’s own country; and of 
proper treatment of one’s own body and health through 
observing simple laws of health. 

The department should seek to give “a knowledge of 
God and His love, care, might and power to give help and 
guidance,” and should seek to develop “a consciousness of 
God as the Heavenly Father and Jesus Christ the Helper 
and Saviour.” (Report of Committee on Education of 
the International Sunday School Council of Religious Ed- 
ucation. 1922. Page 23.) 


194 LUTHERAN GRADED SERIES OF S. 8S. MATERIALS 


Subject-matter.—Suitable themes for this period are: 
God the Creator and Loving Father; Thanking God for 
all His gifts through prayer; Trying to know God’s will 
and to do it; The childhood of Jesus; Jesus the helper; 
Helpers of Jesus doing God’s will; Choosing the right; 
The right use of God’s gifts; What I may do to help 
others; Needs of God’s children in many countries; and 
nature study and its religious connections. 

The most usable Biblical materials for these subjects 
and themes are those furnished by Old Testament nar- 
ratives, the synoptic Gospels, the Acts of the Apostles, 
and the Poetry of the Bible, notably the Psalms. 

From the Old Testament can be used the Genesis ac- 
count of creation, as a starting point for the thought of 
God as Creator. The stories of Joseph, Samuel, Ruth 
and others will supply types for conduct. 

From the New Testament can be taken such materials 
as the birth and childhood of Jesus, the flight into Egypt, 


Jesus among the doctors, Christ blessing little children, 
Christ feeding the multitudes, the parable of the good 
Samaritan, and Jesus’ teachings based on nature. 

For extra-Biblical material access may be had to the 
nature studies which can be shown as expressions of 
God in the natural world; stories of kindness and good 
deeds of children to others, of adults to children, or chil- 
dren to animals. These should all be linked up with the 
religious truth of God’s care of his children, and of the 
world. 

Missionary materials to develop the sympathy of the 
pupil for other children of the world can be brought in 
during this period. The following lessons would be ap- 
propriate: ‘Our Brothers in the Snow,” “Indian Boys,” 
“Americans from Far Away.” (Colson.) Lutheran 
children should be taught of their own missions in India, 
Africa, China, and Japan. , 

The children of this period should be introduced to the 
best in art and pictures in connection with their lesson 
materials. The various art publishers supply profuse 


LUTHERAN GRADED SERIES OF S. S. MATERIALS 195 


catalogues announcing their publications. These cata- 
logues should be in every teacher’s hands. In the Luth- 
eran Series the materials for the Primary period are il- 
‘lustrated with pictures prepared for the lesson material. 
These are inferior to the pictures by the masters. Typ- 
ical of the pictures for this age are the following: “The 
Nativity”, Hofmann; ‘‘The Arrival of the Shepherds,” 
Lerolle; ‘““The Sistine Madonna,” Raphael; “The Madonna 
of the Chair,” Raphael; and “The Finding of Moses,” 
Delaroche. 

In the literary treatment of the materials for this age 
the story-form should largely be followed. Care should 
be taken to keep the material free from abstract terms 
and concepts. The materials should be prepared in sim- 
ple language, and the applications should be very con- 
crete. The human element should be paramount, and 
the dramatic treatment should be employed. Children 
of this period are impulsive and the dramatic in life ap- 
peals to them. 

Worship.—The concept of the curriculum as adopted 
in this study includes the worship element as well as the 
subject matter of instruction. The various courses of 
subject-matter in religious education differ in the man- 
ner in which worship materials are handled. In many 
cases, if not most, the worship materials are not found 
in the subject-matter materials, but separate books of 
songs, hymns, and orders of service are depended upon. 
In other cases the text for the age or department con- 
tains in addition to the subject-matter of instruction, the 
worship materials. 

-Hymns and songs form as important a part in the 
child’s religious training as does instruction in subject- 
matter. Hymns and songs are avenues of thought and ~ 
concepts, but greater than these is the emotional element 
which they contain and the emotional tone they give to 
the child’s experiences. 

The essential thing in hymns for the primary children 
is that they shall be within the child’s intellectual grasp 
and shall deal with situations easily transferable to his 
own experience. It is also essential that the music be 


196 LUTHERAN GRADED SERIES OF S. S. MATERIALS 


within the child’s range of voice, and consist of melodies 
capable of the child’s musical appreciation. 

Suitable hymns for this period are: ‘‘Father dear, I 
fain would thank Thee;” “Holy, Holy, Holy, Lord God 
Almighty ;” “Praise ye the Father, His love is everlast- 
ing; “But the Lord is mindful of His own;” “No evil 
shall befall thee;” “Come, ye thankful people come;” 
“From the bright blue heavens, with the angels mild;” 
(Chamberlin and Kern: The Child in His World); 
“Father we thank thee for the night;”’ “Good morning 
merry sunshine;” “Away in the manger.” 

Children of this period should be taught simple prayers 
using language within their range of comprehension and 
dealing with the human elements of everyday life. 
Prayer should be simple conversation with God. 

Typical prayers for the children of the Primary De- 
partment are: 

(1) “Dear Father, each day as we children take our 
little journeys from home to school and from school to 
home, and about the streets, help us as we go to see thy 
beautiful work all about us, and to do our best to make 
our work perfect like thine.”” (Chamberlain and Kern: 
The Child in His World. Page 30.) 

These concepts are within the grasp of the primary 
child, but the sentence is too long and complicated. 


(2) Father, lead me day by day, 
Ever in thine own good way, 
Teach me to be pure and true, 
Show me what I ought to do.” 


Suitable themes for prayers are: the gift of sunshine 
and rain, home, friends, strong bodies, happy hearts, 
Church, school, the Sunday school, the gift of Jesus, and 
the objects of nature. 

The child of the Primary Department is capable of en- 
joying and participating in simple ritual or liturgical 
forms of worship. These exercises should comprise: 
greetings, songs, prayers, march-songs, offering, wel- 
come song, and closing sentences. 


LUTHERAN GRADED SERIES OF S. S. MATERIALS 197 


Teaching methods.—Story-telling stands out as the 
chief method of teaching for this period of childhood. 
Telling the story is more effective than reading the 
story. 

The sand table is used effectively in this department, 
but its use should not be overdone. Occasional use is 
better than continuous use. 

The dramatic tendency which is prominent in children 
of this period can be used effectively in the religious 
drama and pageantry. In many cases children can act 
out the lesson itself. In other cases they will follow 
some prepared outline or full directions for a drama. 

Suitable stories for dramatization for children of this 
period are: “The Baby Jesus in the Manger,” “Jesus 
Teaching How to Pray;” “John’s Message about Jesus;” 
“The Angels’ Song and the Visit of the Shepherds;” and 
“The Baby Jesus in the Temple.” (Munkres: Primary 
Methods in the Church School. Page 121.) 

The following types of stories lend themselves to dram- 
atization: “The Joseph Stories; The David Stories, Sam- 
uel in God’s House; the childhood of Moses; Elijah helped 
by the widow; the Good Samaritan; and Daniel in the 
Lion’s Den.” (Munkres, Page 122. Additional sugges- 
tions can be found in Benton: “Bible Plays,” and 
“Shorter Bible Plays.” 

Questions can be used in connection with many lessons 
in the subject-matter of the Primary Department. They 
well seek to test the pupil’s knowledge, to stimulate 
thinking, and to organize the pupil’s knowledge for his 
future use. There will be a place for questions requir- 
ing fact answers, but thought-provoking questions will 
also have their place. Questions with printed answers 
are of little intellectual value to the child and should be 
avoided. 

Suitable memory work should be assigned in texts for 
pupils of this period. The memory work should be 
within the intellectual grasp of the pupil, should be of 
functional value, and should be of the best literary form. 
Inverted sentences should be avoided. In a former sec- 


198 LUTHERAN GRADED SERIES OF S. S. MATERIALS 


tion of this study the merits of memory passages have 
been discussed. 

, The hymns cited above would be satisfactory as mem- 
Ory hymns for this period. 

Problems, as teaching aids, will not be available for 
this period of childhood. However, simple service pro- 
jects can be used. 

In handwork the following are suitable for children of 
this period: pencil and crayon drawing; pasting and 
mounting work; sorting and trimming pictures related 
to the lesson; free-hand cutting; poster-making; and clay 
modeling. Other activities may include marching, mak- 
ing little journeys into the Church to study the windows, 
pulpit, etc., to give instruction; and skipping to music. 

Service activities—These features of the curriculum 
are sometimes named the ‘‘expressional activities.” But 
worship, offering, prayer, and singing are forms of ex- 
pression in religion, hence a type of activities is more 
properly termed ‘service activities.” For the primary 

upil these should include ‘‘good turns,” and ‘golden 
deeds.” Suitable ‘activities’ for the primary pupil in- 
clude: gifts of money, food, and clothing at Christmas; 
scrapbooks, postcards, pictures, and papers sent to hos- 
pitals, children’s homes, and mission stations; flowers 
for sick and shut-ins; and lesson papers taken to children 
who are ill. (Munkres: Page 114.) 

For children, Christian giving should be presented 
very concretely. 

Hutchins suggests the following activities: Boys acting 
as Sunday School messengers; pooling toys for orphan- 
ages; making scrap books for mission schools; and send- 
ing post cards to foreign mission fields. (Graded Social 
Service for the Sunday School. Page 121.) 

Pedagogical aids.—A_ serviceable text-book for tha 
teacher of the primary child should contain a treatment 
of the nature of the pupil; give suggestions as to the 
general and specific aims of the course; give instructions 
for the treatment of each lesson; and in general. outline 
the plan of each lesson including the conduct of the wor- 
ship. 


LUTHERAN GRADED SERIES OF §S. 8. MATERIALS 199 


Typical daily programs are the following: Subject 
stated, song, explanation ef hymn, using pictures where 
possible, prayer, response, story, rest period, activity, 
prayer, good-bye song. (Colson: A First Primary Book 
in Religion.) Greeting, song, informal conversation, 
song, prayer, song, text-exercise, march-song and offer- 
ing, lesson story, song, group work, song, birthday offer- 
ing, welcome to new students, song, closing sentence. 
(Chamberlin and Kern: The Child in His World.) 


THE JUNICR DEPARTMENT. 
Ages: 9-11 Years. 


The Junior Department includes the children of ages 
nine, ten and eleven years. 

The Religious Nature of the Pupils.—The child of this 
age is more thoughtful than the child of the primary age, 
and hence presents opportunities for a diverse training 
and development. 

The period marks the dawning of “life’s first ideal- 
ism” and can be used greatly by skillful parents and 
teachers for the foundation of the final personality. 

Many conscious and deliberate choices are made in this 
period. Only early training and constant care can lead 
the child to make none but wise choices among the many 
opportunities that are presented to him. 

Conscience has been developing throughout this period 
through dealing with parents, teachers, and friends. 
From these associations come many ideas which lay the 
basis for the moral and religious concepts of the child. 

Loyalty to the “gang” manifested in this period offers 
an opportunity to show children their chance to serve all 
mankind. The social nature of the child begins to de- 
velop strongly in this period, and he manifests a desire 
to belong to groups. The sense of honor developed in the 
gang and club is highly valuable and lays the foundation 
for relations of honor in future life. 

The child’s intellect at this time is becoming very alert, 
and his inquisitiveness finds expression in religious ques- 
tions, as well as in other fields. 


200 LUTHERAN GRADED SERIES OF S. S. MATERIALS 


The worship of heroes is beginning to appear in this 
period of life, but reaches its highest levels in the next 
period—the intermediate. 

The child at this period still lacks in self-control. His 
religious life is less personal than that of the child of the 
period of adolescence. His views and concepts are still 
largely those received from others and he lacks exper- 
ience in moral and religious matters as in other phases 
of life. Religion is still largely external to him and con- 
sists of habits formed under the direction of others. 

We do not expect a child of this period to have many 
abstract ideas about God and other factors in religion. 

The need of the child of this period is suggested by 
Miss Baker in the following words: “The great need is 
therefore apparent of furnishing him with the right 
ideals through stories depicting moral struggles, or sup- 
plying him with worthy heroes, of establishing standards 
of conduct involving personal self-control, fair play, gen- 
erosity, service, so that he is fortified against that day 
when passions are aroused and he is prone to do evil.” 
(Baker: Parenthood and Child Nurture. Pages 143- 
144.) 

The child of this period should be aided to make right 
decisions, to do necessary though unpleasant tasks, to 
help at home, school and Church, and he should be given 
opportunities to make choices. 

God should be presented to the Junior child as the lov- 
ing Father, and Jesus as the Friend and Guide of youth. 
To the child, the Church should be a fellowship that pro- 
vides for his needs. 

Aims of instruction.—In general, it will be the purpose 
to train the children of this period in attitudes of grati- 
tude to God, parents, and friends about them; in faith 
in God, their parents and in themselves; in reverence to 
God, holy things, their own person, constituted author- 
ity, and the aged and infirm. 

Hartshorne holds before us the following objectives 
for the religious education of children of this period: 
actual training in Christian living which has as its ob- 


LUTHERAN GRADED SERIES OF S. S. MATERIALS 201 


ject specific habits of conduct; the acquisition of ideals 
or rules of conduct which embody the Christian stand- 
ard; constantly enlarging the child’s consciousness of 
their world citizenship; and to anticipate adolescent 
changes with suitable information on matters of sex. 
(Hartshorne: Childhood and Character. Page 113.) 

Subject-matter.—The child of this period is ready for 
more historical material than the child of the previous 
age-group. Biblical material dealing with the hand of 
God in history is available. For this reason studies 
of God’s leadership of his people as revealed in the Bible, 
and also in general history, will be serviceable. The pu- 
pil is ready for a study of the life of Jesus and for sim- 
ple stories of the early history of the Church. 

Dr. Dawson’s empirical study of children’s interests in 
the Bible, lead to the following conclusions: “From eight 
years on the interest in the Old Testament suddenly rises, 
reaching its maximum at thirteen in the case of boys and 
at twelve in the case of girls.” (Dawson: The Child and 
His Religion. Page 59.) 

“Hverything considered, it is probable that the typical 
boy or girl from nine years to fourteen is more attracted 
to the Old Testament than to the New.” (Dawson. 
Page 63.) 

“Interest in the poetic begins at nine years, rises stead- 
ily to the fourteenth year, when it reaches 33%, and then 
falls off more or less irregularly to the twentieth year, 
when it stands at 14%.” (Dawson. Page 70.) 

Typical material from the Old Testament of service in 
this age-period is the following: hero stories of Abraham, 
Rebecca, Joshua, Moses, Solomon, Samson, David, Daniel, 
Ruth and Esther, Jacob and Esau. 

From the New Testament may be gathered the life of 
Jesus. This should be presented to the Junior pupil 
with emphasis upon His acts of kindness, helpfulness, 
and friendliness. Studies of Peter, Paul, and John 
should be made. 

Some educators in the field of religion hold that chil- 
dren of this period are ready for a study of the Bible as 


202 LUTHERAN GRADED SERIES OF S. S. MATERIALS 


a book, that they may more effectively use it as a tool. 
This must be of the simplest nature only. In the “Con- 
structive Studies” we find for the use of teachers of chil- 
dren of this period a volume entitled “An Introduction to 
the Bible for Teachers of Children,” by Georgia L. Cham- 
berlin. The study aims to help the pupils find the Bible 
stories and ‘‘to show them the living men who are their 

heroes or who were the writers of the stories, poems, or 
~ the letters, making the Bible to them a living book which 
they will enjoy more and more as the years pass.” 

From the field of extra-Biblical material much can be 
gathered to instruct the child in his relations to the world 
at large. Epochs in secular history can be shown to pic- 
ture the hand of God among mankind. The national 
holidays can be used to point out the Christian character 
of great statesmen. The story and meaning of hymns 
can be introduced into the curriculum. The hand of God 
in the natural world can be shown. 

The missionary history of the Church supplies such 
heroes as Livingstone, Carey, Moffett, and others. Mod- 
ern missionary servants in all fields of endeavor appeal! 
to the youth of the Junior period. 

Pictures suitable for use with the pupils of this age 
are: David, by Michelangelo; Worship of the Wisemen, 
by Hofmann; Head of Christ, by Hofmann; The Good 
Samaritan, by Plockhorst; The Sower, by Millet; Jesus 
and the Fisherman, by Zimmerman; and the Walk to Em- 
maus, by Hofmann. (Beard: Pictures in Religious Edu- 
cation.) 

Worship.—The children of this period will be ready 
for the more stately hymns of the Church. At no time 
should they be taught the “silly jingles, cheap, ragtime 
music,” but only the best sentiment and the best music. 
The children of this period are ready for simple chants 
and musical responses. 

Among the hymns that appeal to the Junior child are: 
Onward, Christian Soldiers; Faith of Our Fathers; Now 
the Day is Over; Holy, Holy, Holy; Silent Night, Holy 
Night; Nearer my God to Thee; Day is Dying in the 
West; The King of Love my Shepherd Is; Come, Ye 


LUTHERAN GRADED SERIES OF S. S. MATERIALS 203 


Thankful People, Come; We Plough the Fields and Scat- 
ter; and O Zion Haste. 

The Junior pupil should make frequent use of the 
Lord’s Prayer. Composite prayers comprising the pe- 
titions and words of gratitude of the children, but of- 
fered by a leader, should form a part of the worship of 
the department. Silent prayer in the assembly will help 
the child to understand that he too may offer silent 
prayer at all times. 

_ Teaching methods.—The teacher of the Junior pupil 

should depend upon many of the teaching methods here- 
tofore followed, such as story-telling and picture-talks. 
The Junior pupil offers an opportunity for a larger use 
of questions than can be used with the primary pupil. 
The teacher should not seek to monopolize the class per- 
iods with lectures or discussions, but should draw out the 
pupils’ interest and thought chiefly by means of simple 
questions. 

The Junior pupils are able to enact simple dramatic 
presentations of the lessons studied, and often show con- 
siderable originality in interpretation and presentation.’ 

Memory material for this period should include: the 
Lord’s Prayer; children’s prayers; Psalms 1, 23, 24, 90, 
100, 121; The Beatitudes; I Cor. 13; the books of the Bible 
and the great hymns of the Church. 

The Junior department offers opportunities for the in- 
troduction of “handwork.” This should include making 
drawings to illustrate the lesson; map-making; modeling 
in sand; relief maps of Biblical lands; sewing; construct- 
ing objects illustrative of Biblical material; making post- 
ers of announcements and illustrations of Bible thoughts 
and ideas. 

Service activities.—The Junior pupils are able to carry 
out many projects of service to the home, the Church, the 
community, and through the benevolent agencies of the 
Church. They can send their surplus Sunday School lit- 
erature to children in need of them. They can assist in 
the home duties by doing a daily “good turn,” or “golden 
deed.”” Collecting gifts and making simple toys for the 
children in an orphanage, or in a mission station are very 


204 LUTHERAN GRADED SERIES OF S. S. MATERIALS 


desirable. Their offerings should be shared with the 
poor in the home congregation and those beyond the bor- 
ders of the congregation. 

Pedagogical side.—The teacher of this period should 
be provided with aids which will help him to understand 
his pupil, his material, and his method. Very suggestive 
of the type of material needed by the teacher is the list 
of subjects discussed in the Teacher’s Manual accom- 
panying Lambertson’s “The Rules of the Game.” These 
topics include: the teacher and his material, the great. 
objective, the message of the text, an interpretation of 
the pupil (dealing with his interests, memory ability, 
habits and special characteristics), his moral and relig- 
ious characteristics, and aims and methods of the course. 
To this is added the aims of the individual lesson, with 
suggestions for the procedure and application of the les- 
son; and the form of activity carried out. 

Program.—This section aims not so much to suggest 
the program in the sense of the use of all the time in the 
department, as the program for the organization of the 
curriculum material for the lessons for this group-age. 

A commendable arrangement and treatment of curric- 
ulum material for any one lesson is the one found in “He- 
roes of Israel’? by Soares, a volume in the “Constructive 
Studies.” The arrangement is as follows: Aim of les- 
son; essence of the story; explanatory notes; suggestions 
for teaching; the point of contact; the arrangement of 
the stories; summary; written review; and preparation 
for the next lesson. | 

Lambertson in “The Rules of the Game,” follows the 
plan: Aim of lesson; centers of stress; procedure; appli- 
cation; and activity. 

In Chamberlin’s “Introduction to the Bible for Teach- 
ers of Children,” we find the following plan: Aim, ma- 
terial for study; preparation of the lesson; presentation 
of the lesson; written work; home work for the children; 
and suggestions to parents. 

A text-book for Juniors should have a definite lesson 
plan for each day’s lesson. This plan may be practically 


LUTHERAN GRADED SERIES OF §. S. MATERIALS 205 


uniform throughout the text, with but slight variations 
in lessons for special occasions. 


THE INTERMEDIATE DEPARTMENT. 


Ages: 12-14 Years. 


The Intermediate department includes children of ages 
twelve, thirteen, and fourteen years. 

The Religious Nature of the Pupils.—With the pupil 
of the intermediate department we are entering upon the 
adolescent period. The pupils of this department com- 
prise those belonging to early adolescense. They have 
in common with pupils of the senior and young people’s 
department many characteristics common to the entire 
adolescent period. 

The child of this period is developing a character of 
marked individuality. He is arriving at self-hood and 
conscience is playing a greater part in his life choices 
and activities. While during the Junior period God was 
real largely in an external sense, in this period God is be- 
coming a real personal possession of the child. 

The personality of the pupil is growing around ac- 
cepted ideals and patterns. 

The altruistic traits are beginning to show themselves 
as opposed to the individualism of former years. 

Religion is becoming more personal for the child of 
this age-group. He has personal religious aspirations. 
He makes choices and frequently enters into followship 
with the Church during this period. Especially is this 
so of the child in the Churches that practice the rite of 
confirmation. 

With the growth of self-hood there is a change from 
external authority to internal conviction and self-control. 

This latter, while in some respects a hopeful sign, is 
fraught with dangers, since the child is apt to discard all 
authority in his assertion of the self. The intermediate 
pupil is also in danger of extremes in religion. His ideal- 
ism may carry him too far. 

These extreme characteristics of the child of this per- 


206 LUTHERAN GRADED SERIES OF S. S. MATERIALS 


iod may lead in either direction—to religious enthus- 
iasms or to extreme doubt and disbelief. In some cases 
the awakening of the self may lead to morbid introspec- 
tion and to an extreme sense of sin. 

The intermediate pupil is greatly in need of parental 
guidance and sympathy. He needs parents who deserve 
his respect and honor if they are to be of service to him. 

Next to parents, the child of this age needs good 
friends. He will seek friends and they will have a telling 
influence on his life. He needs associates of the highest 
moral type. 

Here the Church can be of service to him by supply- 
ing his associates and by holding him with others of his 
age in groups for moral and spiritual growth. 

The youth of this age needs examples as well as pre- 
cepts. Weigle writes: “To help him you must suggest, 
not in words, but in deeds. Don’t talk: be and do.” 
(The Pupil and the Teacher. Page 54.) 

The Church should offer the youth opportunity for 
confession. He will carry in his life many things which 
unless he can open up his heart to some one, he will tend 
to morbidness. 

He will need to be taught the Bible from a viewpoint 
that takes into account the historical and literary fac- 
tors. 

He will need a fund of moral ideals that can come to 
him through contact with noble characters in life, in 
biography, and in fiction. These types should portray 
to him loyalty and heroism in the interest of the truth. 

In the latter part of this period doubts arise, but will 
not appear at their height until the next age-group. 
Whatever doubts arise must be met carefully and sym- 
pathetically. 

Aims of instruction.—The general aim of the instruc- 
tion for the child of this period should be to continue his 
unbroken religious development. His thought and ex- 
perience of God are expanding and the instruction should 
aid him in his search for personal experience in religion. 
His life is becoming individualized and he is arriving at 


LUTHERAN GRADED SERIES OF S. S. MATERIALS 207 


personal convictions. Religious instruction should be 
designed to help him in this process of growth. 

The instruction should be planned to assist the pupil 
to make the proper adjustments in his social relations to 
parents, companions, teachers and others. It should 
seek to provide him with his heroes and above all, with a 
true and worthy conception of Jesus as the Ideal Person 
and prototype of humanity. 

The instruction should also include material that will 
equip the pupil for membership and service in the Church. 

Subject-matter.—Themes available for use during this 
period are: loyalty to God and Christ; trustworthiness; 
benevolent spirit; gratitude; honesty; reverence; kind- 
ness; and obedience. 

God should be presented as The Creator, and Ruler of 
the Universe. The laws of nature should be shown to be 
the workings of His will. 

Jesus should be presented as the pupil’s greatest hero 
and the friend and Saviour of youth. 

The pupil is prepared for a study of God’s leading as 
shown in the history of the Hebrew people and in modern 
times. 

Both Old and New Testament biographical material is 
valuable for this age-group. Such material has been 
recognized in the courses for young people of this period, 
as for instance, in ‘‘Leaders of Israel,” and “Early Chris- 
tian Leaders,” in the International Graded Series: 
“Christian Apostles and Missionaries,” by Harold B. 
Hunting, and ‘‘Heroes of the Faith,” by Herbert W. Gates 
in the Scribners’ Series. 

During this age-period it will be desirable to bring into 
the instruction of the child materials from other than 
Biblical sources. This material should include the mean- 
ing of Church membership and material for preparation 
for such membership; the history of the Church since 
Apostolic days; biographical studies of Church leaders, 
including, for the Lutheran child, a study of Martin 
Luther; preparation for Christian citizenship; mission- 
ary material that will furnish world knowledge, cultivate 
world sympathy, and inspire world service; and informa- 


208 LUTHERAN GRADED SERIES OF S. S. MATERIALS 


tion about the educational and benevolent institutions of 
the Church in the homeland. ; 

In their missionary education the children of this age 
should be instructed in the characters of missionary lore. 
Their attention should be called to attractive missionary 
books, and they should be given opportunities to express 
the missionary spirit through gifts to foreign missions. 

Miss Beard suggests a plan of procedure for mission- 
ary education: information about the needs of the loca! 
community, needs of distant lands; suggestions of defin- 
ite ways of helping others; and definite leadership of the 
children in doing these things. (Graded Missionary 
Education in the Church School. Page 78.) 

The International Graded Lessons take account of the 
need of this type of material for this age in the assign- 
ments for the first two years of the Intermediate group 
in “Missionary Stories,” and “Leaders of Israel.” 

Suitable books for the cultivation of missionary in- 
terest for this age-group would include the following: 
Matthews: Livingstone the Pathfinder; Fahs: Uganda’s 
White Man of Work; Richards: Florence Nightingale; 
Hull: Judson, the Pioneer; Hubbard: Under Marching 
Orders. 

During this age-period the curriculum of religious ed- 
ucation should emphasize the opportunities for social 
service and preparation for the vocations of life. Of 
great help in this field is Doxsee’s “Getting into Your 
Life-Work.” (Abingdon Press.) 

Pictures suitable for use with the children of this age- 
group (for use both as room decorations and as illustra- 
tions for the literature) are the following: ‘The Light of 
the World,” by Hunt; “Christ in Gethsemane,” by Hof- 
mann; “The Last Supper,” by Da Vinci; “The Prophets,” 
by Sargent; “In the Home of Mary and Martha,” by Hof- 
mann; and “Peter and John Running to the Tomb,” by 
Burchard. 

Worship.—For the worship of this department the 
following songs are typical of those suited to the age- 
group: “Jesus shall reign,’ “O Zion Haste,” “Stand up 


LUTHERAN GRADED SERIES OF S. 8. MATERIALS 209 


for Jesus, thy Saviour,” “I would be true,” “Oh, Master, 
let me walk with thee,” “The Son of God goes forth to 
war,” and “Am I a soldier of the Cross?” 

The curriculum material for this period ought to en- 
courage the prayer life of the pupils. The children of 
this age-group ought to participate in public prayer and 
the class period is an opportunity to train the pupil in 
this phase of the religious life. The curriculum material 
should contain simple prayers for this training. 

Teaching methods—While the story-telling method 
will still have some value in this department there will 
be a greater use of the question and answer method and 
the discussion method than in earlier groups. 

“Classes in the Intermediate Department should be 
kept down to twelve or fifteen members, so that there can 
be conference and individual direction or required ex- 
pressional work. In these grades there will be map 
drawing, note-book work, essays, reports on social top- 
ics. The classes should be expected to prepare their les- 
sons at home and they should be held responsible for the 
character of their work.” (Athearn: The Church 
School. Page 2138.) 

Drama and pageantry can be used effectively in this 
department. Suitable material for dramatic presenta- 
tion will include: The story of Joseph and his Brethren; 
Moses the Liberator; The story of David and Jonathan; 
The Story of Elijah; Nehemiah the Builder; and Paul 
the Prisoner. 

Typical memory work of value for this age-group are 
the following passages: IJ Tim. 4:7-8 (I have fought a 
good fight); Eph. 6:10-17 (Finally, be strong in the 
Lord); Psa. 119:9-16 (Wherewithal shall a young 
man....). These are but suggestive of the type of 
Biblical memory material suitable for this age-group. 

Service activities —The pupils of this age-group will 
be ready for definite service to the Church School, the 
home, the local community, and through missionary pro- 
jects to the larger world. We need to suggest only a 
few projects to indicate the type of activities the pupils 
can engage in: Visit members of the department who are 


210 LUTHERAN GRADED SERIES OF S. S. MATERIALS 


ill; act as Church messengers; prepare Christmas boxes 
for poor families; make scrapbooks for children’s hos- 
pitals; make slippers for crippled children; collect 
clothing for charities; give money to educate a mission 
child; and take part in Red Cross activities. 

Organization of material—The organization of the 
material will depend, to a great extent, upon the type of 
material being used. 

The lessons should be organized around such topics as 
the following: thought-questions; Bible references; 
places to locate on map; study topics; memory passage; 
“Look-Up” on maps; define; “relate;’’ “compare;” de- 
scribe; and sketch in map. (See texts in Abingdon 
Week Day Series.) 


THE SENIOR DEPARTMENT. 
Ages: 15-17 Years. 


The Senior Department includes the young people of 
fifteen, sixteen and seventeen years of age. 


The Religious Nature of the Pupils—The pupils of 
this department belong to middle adolescence. Tracy 
points out two distinctive features of the religion of 
adolescence, (1) the experience of intellectual doubts 
and difficulties, with or without emotional tension and 
upheaval; and (2) the experience commonly known as 
“conversion.” (The Psychology of Adolescence.) 

On the first point it can be said that the entire period 
of adolescence has elements of intellectual and religious 
doubt. By this is meant that the young people begin to 
question their inherited religious beliefs and customs. 
Because doubt has been looked upon as unfavorable and 
undesirable, its treatment has caused considerable un- 
necessary difficulty. 

Adolescence is not only the period of questioning and 
doubting, but also of the rise of the religious conscious- 
ness in a very personal sense. Professor Ames writes 


LUTHERAN GRADED SERIES OF S. S. MATERIALS 211 


that this rise of the religious consciousness “‘is condi- 
tioned by training, environment, physical development 
and social influences . . . Conversion belongs to the 
years between ten and twenty five.” (The Psychology 
of Religious Experience. ) 

The studies of Starbuck, Coe, and others, clearly show 
that the age of middle adolescence is the time of religious 
awakening. 

The period of middle adolescence is also a period of 
consecration to religious work and during this period 
many choices are made for the Christian callings. The 
enthusiasm of adolescence can, under skillful guidance, 
be directed into religious endeavor. 

The spirit of service and altruism prevails at this time, 
and the youth is ready to do and dare for others. 

The middle adolescent emphasizes the practical rather 
than the metaphysical aspects of religion. 

There is a tenderness of the conscience at this time 
which may become hypersensitive. This should be fore- 
stalled. The youth is socially inclined in religion as in 
other aspects of his life. He is ready to join in social 
worship and social religious efforts. His critical and 
analytical tendencies may lead him to be intolerant of 
the imperfect Christian. 

The rise of self-confidence in this period entails the 
danger of ignoring the value of authority and the con- 
tribution of the past to religious matters. The same 
characteristic which leads to personal enthusiasm for 
things religious may also lead one to a strong personal 
reaction against religion, and may lead the individual 
into disbelief. It is also a period of excesses in religious 
enthusiasm which must be carefully guarded. 

The youth of this period needs a personal religion free 
from sham, formality, and asceticism. He needs skillful 
leaders who will guide him through the critical years of 
doubt and questioning. 

To avoid excesses of any kind the youth of this period 
needs a balanced program. The Church and other 
agencies of religious education, should develop a four- 


212 LUTHERAN GRADED SERIES OF S. S. MATERIALS 


fold program to meet the needs of the four-fold life of 
the youth. The physical, mental, social, and spiritual 
aspects of the youth’s life must be cared for. The agen- 
cies of religious education must provide opportunities 
for physical exercise, team play, and various forms of 
sport. 

The youth of this period are in especial need of sym- 
pathy. Ignorance of the nature of youth leads to mis- 
understandings. 

Aims of instruction.—Vhe curriculum of tnis depart- 
ment should continue to deal with the attitudes and vir- 
tues heretofore mentioned in connection with previous 
departments, with emphasis upon loyalty, humility, rev- 
erence, consecration, and service. 

The aims of instruction of the “Completely Graded 
Series” (Scribner’s) for this period are typical. 

“To give moral and religious inspiration through stor- 
ies of the real flesh-and-blood men by whom the various 
books of the Bible were written, and to give a proper 
equipment for future Bible study through a knowledge of 
the main facts of Biblical introduction. 

“That every pupil who has not already awakened to a 
personal religious life shall make a definite decision for 
Christ; that every pupil who already counts himself a 
follower of Christ shall attain a deeper realization of the 
meaning of discipleship, and particularly that the child 
spirit of obedience shall grow into that of manly and 
womanly devotion to the Master of Life; that every pupil 
shall be a church member before the end of the year.” 
[16th yr.] 

“To produce intelligent appreciation of the religion of 
the Old Testament, as distinguished from the incidents of 
the Old Testament narratives, using this as a background 
to make clear the unique character of the Christian re- 
ligion.” 

These aims stress the intellectual aspect of religious 
education. The expressional element revealed through 
skills in worship and prayer, and in social service are 
equally important in the training of the youth and the 
complete religious education of the pupil. 


LUTHERAN GRADED SERIES OF S. S. MATERIALS 213 


For this age-group, the Committee on Education of the 
International Council of Religious Education, suggests 
the following aims or goals of instruction: “The accept- 
ance of Jesus Christ as a Personal Saviour; the testing 
of his earlier Christian ideals in the light of his enlarg- 
ing experiences and the consequent adjustment of his life 
choices and conduct; the expression of the rapidly devel- 
oping social consciousness through the home, Church and 
community: the development of initiative, responsibility 
and self-expression in Christian service.” (Kansas City 
Report, 1922. Page 27.) 

Subject-matter.—Suitable themes for the pupils of this 
period include: the life of Christ; The Apostolic age; the 
work of St. Paul; principles of Christian living; modern 
disciples of Christ; Church history and doctrine; sup- 
port and administration of the Church; vocational and 
avocational studies, including preparation for teaching 
in the Sunday School and preparation for the missionary 
service of the Church. 

Among the Biblical materials suitable for this age are 
those dealing with the life and service of Christ, the work 
of St. Paul and the early disciples, the writings of John, 
Old Testament history and literature, the Prophets, New 
Testament history and literature, and the Bible in out- 
line. 

At this period can be introduced studies of the religious 
education movements, the missionary movement, life call- 
ings, and comparative religions. 

Denominational history will be valuable at this time if 
presented with the functional viewpoint; i. e., how the 
denomination leads one to serve his generation through 
the Church, as others did in their generation in times 
past. 

Worship.—Worship material of a very personal nature 
will be serviceable for this age-group. The standard 
hymns of the Church should continue to be learned. 
Hymns of a social nature are highly valuable for pupils 
of the middle adolescent age. Hymns of consecration 
will be especially stimulating and inspiring for the youth 
of this group. 


214 LUTHERAN GRADED SERIES OF S. S. MATERIALS 


Teaching methods.—The discussion method will be 
more generally used with this group of pupils than in 
earlier groups. The question method can be used to 
some extent, especially to open up subjects for discussion. 
Topical discussions, written reports, and home study will 
be desirable. Research problems should be available for 
use with this group. 

Dramatization, tableaux, picture posing, and pageants 
can be successfully used in the instructional work of this 
group. 

Service activities.—The pupils of this group should as- 
sist in building up the attendance of their own class; take 
an interest in the younger boys and girls of the Church 
and community; provide their part of the support of the 
Church; visit shut-ins; render service to the poor; visit 
inmates of hospitals; lead in community betterment; and 
engage in missionary activities by supporting a mission- 
ary, an orphan, or a worker in the social activities of the 
Church. The lesson materials of this department should 
offer suggestions for the expression of the religious mo- 
tive. 

Pedagogical aids—The work of this department will 
be greatly aided if the teacher and pupils have access to 
a reference library of books on the Bible and on teacher- 
training. The text-books should supply the necessary 
maps, charts, and references to make the study servic- 
able and challenging. 


THE YOUNG PEOPLE’S DEPARTMENT. 


Ages: 18-24 Years. 


The Young People’s Department includes the pupils of 
eighteen to twenty-four years of age. 

The religious nature of the pupils—The pupils of this 
department belong to later adolescence. Many of the 
characteristics discussed in the treatment of pupils of 
the Senior Department are equally applicable to the pu- 
pils of this age-group. Further ‘‘development of indi- 
viduality is the fundamental characteristic of this per- 
iod.” (Weigle.) This period will be marked by a long- 


LUTHERAN GRADED SERIES OF S. S. MATERIALS 215 


ing for the certainties of life. The serious youth of this 
period will be seeking for definite standards. Through- 
out this period the youth’s ideals of life will continue to 
develop. This age-group continues to furnish volunteers 
for the service of the Church, and there is an inclination 


_ to make sacrifices for social causes and world movements. 


In this age-period loyalty to the Church as an institu- 
tion can be appealed to and often reaches a high point. 

The period may be marked by turmoil through conflict 
of theories and beliefs. Because of this turmoil the in- 
dividual may lack positive convictions. 

The youth of this age-group are in need of a life phi- 
losophy and the agencies of religious education should 
seek to aid them in the development of a Christian 
philosophy of life. The pupil needs strong encourage- 
ment to maintain faith in God and to render service to 
man. He will need moral support to retain religious 
habits of earlier years. The adolescent is in need of 
standards of living applicable to the many aspects of his 
life. The youth will meet at this time disappointments 
and disillusionments, and will need a strong faith to meet 
these. Through training he should be prepared for such 
occasions. 

The aims of instruction.—The aims of instruction are 
the same for this age-group as for the previous adoles- 
cent years. Additional objectives should be added. 
These objectives will include: the “maintenance of his 
tested Christian ideals and the relation of these to the 
practical work of life; the preparation for and a willing- 
ness to assume the duties and responsibilities of home- 
making and citizenship; the preparation for and accept- 
ance of a definite place in the organization and work of 
the Church for the community and the world; the prep- 
aration for and acceptance of a definite place in the work 
of life; business, professional, industrial, that in and 
through his daily work he may do the will of God and 
promote His kingdom in the world.” (Kansas City Re- 
port of Committee on Education of I. 8. 8. C. of R. E., 
Page 27.) 

Subject-matter.—The subject-matter of the curriculum 


216 LUTHERAN GRADED SERIES OF S. S. MATERIALS 


for this age-group should include that which has been 
noted for the previous age-group, and should also com- 
prise: studies in Christian faith; in the moral and social 
problems of young people; in the devotional life; in social 
problems in the light of Christian principles; and in vo- 
cational and avocational preparation. 

Worship.—Thompson stresses the proper age range 
as an important factor to be taken into account in the 
worship material of any group. Of the group under dis- . 
cussion in this section he writes: “their major interest 
lies in the things that are here and now. Scripture ma- 
terials, hymns, prayers, the challenge of the world-fields, 
and the like, are different when viewed through the eyes 
of young manhood and womanhood than when faced by 
maturity or by the longing eyes of children and youth.” 
(Handbook for Workers with Young People. Page 101). 

Teaching methods.—Discussion, debate, lecture, and 
question-answer methods of teaching will be the chief 
types used with this group. Pupils of this group 
will also be capable of efforts in the line of drama, pag- 
eantry, and tableaux. 

Service activities—The pupils of this age-group will 
seek to express their religious life through such service 
activities as: interest in their own class members; over- 
sight of younger boys and girls, probably in Boy Scout 
and Girl Scout organizations; ushering in the Church; 
social visiting of the poor and shut-ins; community sur- 
vey; providing social life for the needy and under-priv- 
ileged people of the community; and supporting the gen- 
eral plan of Church benevolence. Hutchins: Graded 
Social Service in the Sunday School.) 

Pedagogical aids.—A text-book for this age-group 
should provide the teacher with material descriptive of 
the characteristics of the pupils of this age, or refer the 
teacher to suitable books on the subject. 

The text should apply necessary suggestions for the 
conduct of the recitation, and for carrying on the week- 
day activities. 

For the pupils, the text should contain references to 


LUTHERAN GRADED SERIES OF S. S. MATERIALS 217 


suitable research material, and to helps for the interpret- 
ation of the lessons, such as dictionary or glossary of 
dificult terms and names; charts, maps, and topics for 
discussion. 


THE ADULT DEPARTMENT. 
Ages: 24 Years Upward. 


The Adult Division or Department includes the persons 
above twenty-four or twenty-five years of age. The 
grading in this section is not as careful as in the more 
plastic years of life. 

The Religious Nature of the Pupils.—The pupils of 
this age-group have reached the stage of maturity. In 
many ways their life is one of settled convictions and 
viewpoints. Hence the grading of materials of instruc- 
tion and grouping of pupils is not the problem it is in 
earlier years. For the most part adulthood is a period 
of fixed habits and static conceptions. The purpose of 
the department will be to hold the interest of the adults 
in the service of the Church and Community. 

Aims of instruction.—Cope suggests aims of the work 
of the adult department in the following words: ‘The 
need in religious education is organization of adult life 
definitely to demonstrate the religious way of love for 
those who need love, who are just learning life’s ways. 

“The organization of adults in religious education 
should be organization designed to lead them to their 
duty toward children; it should be planned to give them 
experience in ministering to children; it should be a cur- 
riculum in the practice of a loving society, the kind of 
society that teaches its young the way of love by freely, 
sacrificially, at any cost, giving them the experience of be- 
ing loved.” (Cope: Organizing the Church School. 
Page 177.) 

The above presents the social view of religious educa- 
tion which should hold a prominent place in the consider- 
ation of the objectives of religious education, but some- 
thing should be said for the individual aspect of the pro- 
cess. 


218  LUHTERAN GRADED SERIES OF S. S. MATERIALS 


The aims of instruction should include: “training in 
worship, and enrichment of the devotional life; acquir- 
ing a fruitful knowledge with central emphasis upon ob- 
jective Bible study; training for leadership and service 
and continuous participation of all members of the de- 
partment in those forms of service to which they are 
best adapted. _(Com. on Education, Int. S. 8. C. of R. 
E., Kansas City Report. 1922. Page 29.) 

Subject-matter.—‘The courses should be wholly elec- 
tive, and largely of a practical character. The advanced 
students should get what they want and what they need.” 
(Weigle: The Pupil and the Teacher. Page 111.) 

The study of Biblical materials will still hold a large 
place in this department, but the elective element will be 
large and broad. The curriculum should include studies 
of community, national, and international problems; im- 
migration; race relationships; the educational task of 
the Church; the amusement problem; the Christian 
home; and similar problems. 

The adult group will be interested also in the history 
of Christianity, the Protestant Reformation, missions, 
and modern religious movements and developments. 

Certain members of the adult groupshould bein teacher 
training courses preparing for the work of teaching in 
the Sunday School. This work should be taken care of 
in teacher training classes or institutes; but classes in 
the Sunday School can well do some of the work. 

Worship.—The worship of this age-group will be very 
similar to that of the previous age-group, and to the gen- 
eral worship of the congregation in both method and 
material. 

Teaching Methods.—The lecture, discussion, conversa- 
tion, and question methods of instruction will prevail 
with this group, with the discussion and lecture methods 
predominating. In many cases adult classes will take 
the form of a forum or discussion-group. For these 
classes outlines and problems should be furnished in the 
curriculum. Modern social, economic, and _ political 
problems presented from the religious standpoint will 
provide profitable material for such classes. 


LUTHERAN GRADED SERIES OF S. S. MATERIALS 219 


Service activities—The adult class will find many op- 
portunities to express religion in service to the commun- 
ity. The adult members should take a real interest in 
the childhood of the Church, providing for their full de- 
velopment, and helping the employed staff of the Church 
to keep the young in the Church organization. They 
should take an active interest in the care of the poor, 
both in the congregation and in the community beyond 
the congregation; they can develop an employment 
agency in the congregation. 

The adult class members, as individuals, and as a 
group, can take an interest in protecting the weak of the 
community; in removing undesirable institutions from 
the community; in improving living conditions; in pro- 
moting efforts to provide play-grounds, parks and fresh- 
air camps for poor children. 

Pedagogical aids.—For both the teacher and the stu- 
dents of the adult group there should be a good reference 
library in the Church dealing with Biblical subjects; 
with social, economic, and philanthropic needs, agencies, 
and efforts. The usual aids mentioned in previous sec- 
tions will be required also by the adult group. 


GENERAL CONCLUSIONS. 
I. CRITICAL OBSERVATIONS. 


1. The Lutheran Graded Series is largely a knowl- 
edge-content Series. It stresses grasping information 
rather than producing the Christian life, though of 
course, the latter is the hope of the promoters of the Ser- 
1es. 

2. The Series is content-centered rather than pupil- 
centered. 

3. The Series is Bible-centered. The emphasis is 
largely upon grasping the content of the Bible. Insuf- 
ficient emphasis is placed on the Bible as the source of 
principles for Christian living. The Bible is treated too 
largely as an “end” rather than as a “means.” 

4. There is a dearth of extra-Biblical material. This 


220 LUTHERAN GRADED SERIES OF S. S. MATERIALS 


field should supply material on modern heroes and hero- 
ines of the cross, and servants of the Church, and should 
suggest social problems in which the Church can express 
itself. 

5. The Series provides for instruction in Biblical in- 
formation, but little provision is made for training in 
Christian activities and skills, such as prayer and wor- 
ship. 

6. The Series is built on the principle of a sequence of ~ 
subject matter: for example, history, geography, biog- 
raphy, etc. It is doubtful whether such a sequence can 
be carried out in the present Sunday School organization, 
and accomplish the desired results in Christian living. 
Such a sequence would be more adaptable to an institu- 
tion of religious education which meets more frequently 
than the Sunday School. But with the Sunday School, 
which is for many the chief agency of religious educa- 
tion, it is more desirable to stress Christian living and to 
use materials bearing more directly upon the develop- 
ment of the Christian life. 

7. The Series lacks material on the history of the 
Church, life-work decisions, missionary activities, and 
Church membership. 

8. The Series lacks in worship materials such as 
songs, hymns, music, prayers, and rituals. This need is 
met to some extent by the denominational Sunday School 
Hymn Books, but these are often ungraded and lack much 
desirable material which should appear throughout: a 
graded series. 

9. All except two of the texts carry memory mater- 
ial. This material is not successfully graded. One text 
carries a large amount of memory material difficult in 
character, while the following text carries less material 
of a less difficult character. Several volumes carry en- 
tirely too large an amount of memory work for each day’s 
work. 

10. The Series lacks in aids for teachers, such as sug- 
gestions on the nature of the pupil, methods of teaching, 
and references to supplementary reading. 


LUTHERAN GRADED SERIES OF S. S. MATERIALS 221 


11. The ecclesiastical note in the Series is found in 
the emphasis on the Church Year. While this principle 
is accepted in general, it is too little recognized in the 
Series to prepare the child for membership in a Church 
which centers its services in this principle. If the 
Church desires to impress this principle upon its chil- 
dren, the division of the materials of the various units 
into half year periods of New and Old Testament subject 
matter is insufficient recognition of the principle. Not 
until “Bible Teachings” (for 15 year old pupils) is 
reached is the principle of the Church Year explained. 

12. The Lutheran Church, as a whole, stresses the 
development of a denominational consciousness. But 
the Series supplies very little material which leads in 
this direction. This consciousness, we believe, should 
develop along the lines of a functional attitude—denom- 
inations as institutions which function for the spread of 
Christianity and which meet special needs which no 
other denomination meets. 

13. No treatment of the Church as an institution oc- 
curs in the Series until ‘Bible Teachings” (15th year 
text) is reached. A treatment of the Church should ap- 
pear throughout the Series in graded presentation. 

14. The Series is unaffected by the new views of 
childhood, of the Bible, or the educational process, and 
of the changing conceptions of religion and the Church. 
The Series offers the pupil no special aid in facing these 
changing views, conditions, and especially the modern re- 
ligious crisis. 

15. It is apparent from this study that the Lutheran 
Graded Series does not represent the best that the edu- 
cational wisdom of the day, both within and without the 
United Lutheran Church, can produce. 


II. CONSTRUCTIVE OBSERVATIONS. 


1. The curriculum of religious education should be 
built on the basis of scientific principles and should in- 
volve the use of the scientific method. Too long has the 
curriculum of religious education followed traditional 


222 LUTHERAN GRADED SERIES OF S. S. MATERIALS 


growth and haphazard organization. The time has come 
when scientific thought should be applied to the making 
of a religious educational curriculum. This will involve 
a knowledge of the pupil, methods of organization of cur- 
riculum material, a clear knowledge of the aims of re- 
ligious education, and a comprehension of the sources of 
the best cultural materials. ‘“‘The curriculum should be 
made scientifically rather than allowed to grow out of 
traditional practice and under chance circumstances.” 
(Meriam: Child Life and the Curriculum.) | 

2. The aims of religious education provide guiding 
principles for curriculum making. The objectives of the 
course of religious education will in large measure de- 
termine what is put into the curriculum. 

3. Charters suggests that one of the first principles 
in curriculum construction is to “determine the major 
objectives of education by a study of the life of man in 
its social setting.” (Curriculum Construction, Page 
102.) 

This principle is suggestive for the formulation of a 
curriculum of religious education. With the social as- 
pect we have dealt elsewhere. It is important that be- 
fore the curriculum of religious education can be scien- 
tifically built, we must have clearly in mind the major ob- 
jectives of the course of religious education. What are 
the goals and the objectives. When these are deter- 
mined the curriculum should be built around these ob- 
jectives. 

4. Curriculum materials should be organized on a 
psychological basis with reference to the nature of the 
growing child; and less on the logical basis with refer- 
ence to the nature of the materials. 

5. Prescribed materials should be offered at the be- 
ginning of a course of religious education, with elective 
courses coming later. 

6. A curriculum should be unified from childhood to 
maturity. Clear objectives should play throughout the 
entire course with each section providing for its partic- 
ular problems. 

7. In the choice of materials for particular units, the 


LUTHERAN GRADED SERIES OF S. S. MATERIALS 223 


principle of selecting the more important over the less 
important materials should prevail. 

8. A curriculum should be progressive from begin- 
ning to end. The development should be based on the 
needs of the individual, and the demands of the Church 
and society. 

9. A curriculum should be adaptable to meet varying 
local conditions, interests, and equipment. 

10. A curriculum of religious education should con- 
tain material which correlates the work of the school 
with the home life. 

11. An ideal curriculum of religious education should 
be built to care for all the agencies of religious educa- 
tion: the home, the Sunday School, the catechetical class, 
the week-day school of religious education, the daily va- 
cation Bible School, and the Christian college. 

12. As far as possible a curriculum of religious edu- 
cation should be correlated with the curriculum of the 
public school. 

13. The method of presenting materials of religious 
education will vary with the age and capacity of the pu- 
pils. The outstanding methods of instruction are: story- 
telling, question and answer, lecture, dramatization, dis- 
cussion, problems, projects, research, visual methods, 
hand-work, and conversation. 

14. Wherever possible, methods involving immediate 
application, problem-solving, and participation in pro- 
jects, should be followed. 

15. Only that method shouid be followed which se- 
cures results. The response‘of the pupil is the final test 
of the efficiency of a method. 

16. The Lutheran Church can proceed to improve the 
present curriculum situation by one of two methods: 
either it should attempt the revision of the present ma- 
terials, or it should undertake the production of a new 
series. It is doubtful whether much can be accomplished 
by way of a revision of the present materials which are 
so far out of touch with the latest developments in gen- 
eral and religious education. 


224 LUTHERAN GRADED SERIES OF S. S. MATERIALS 


It would seem that the best results for the childhood of 
the Church would be obtained by the production of an 
entirely new series of graded materials along the lines 
suggested in the constructive section (Part III) of this 
study. 

17. In the production of a new series of graded ma- 
terials the Church should avail itself of the best talent 
among its Biblical scholars, its educational leaders, and 
its workers in the field of Sunday School and general re- 
ligious educational efforts. | 

18. In the preparation of religious educational cur- 
riculum materials the Church representatives should 
make a comparative study of all existing materials in 
the field. 

19. For the improvement or reconstruction of its 
present materials the Church should depend on the best 
theoretical knowledge available, the ‘results of experi- 
mentation, and the contribution that Public School ex- 
perience can offer. 

20. At no time should the Church arrive at the con- 
clusion that it has developed a final and unchangeable 
curriculum. ‘“A changing civilization demands a chang- 
ing curriculum.” 


LUTHERAN GRADED SERIES OF S. S. MATERIALS 225 
BIBLIOGRAPHY. 


BOOKS RELATING TO PART I. 


Bohmer: Luther. 

Jacobs: Martin Luther: The Hero of the Reformation. 

Jacobs: The Lutherans. 

Kostlin: Martin Luther: His Life and Work. 

Lutheran Church Review. 

Lutheran Encyclopedia. 

Lutheran Quarterly. 

Lutheran World Almanac 1921. 

Minutes of the General Council. 

Minutes of the General Synod. 

Minutes of the United Lutheran Church. 

Neve: A Brief History of the Lutheran Church in 
America. 

Ochsenford: Documentary Hisory of the General 
Council of the Evangelical Lutheran Church in North 
America. 

Painter: Luther on Education. 

Sandt: Theodore Emanuel Schmauk. 

Schaeffer: Early History of the Lutheran Church in 
America. 

Smith: Martin Luther. 

Wolf: Lutherans in America. 


BOOKS RELATING TO PARTS II AND III 


Athearn: The Church School. 

Baker: Parenthood and Child-Nurture. 

Beard: Pictures in Religious Education. 

Betts: How to Teach Religion. 

Bobbitt: The Curriculum. 

Burton and Matthews: Principles and Ideals for the 
Sunday School. 

Charters: Curriculum Construction. 

Clement: Curriculum Making in Secondary Schools. 

Coe: A Social Theory of Religious Education. 

Coe: Education in Religion and Morals. 

Cope: Organizing the Church School. 


226 LUTHERAN GRADED SERIES OF S. S. MATERIALS 


Cope: The Evolution of the Sunday School. 

Dawson: The Child and His Religion. 

Hartley: The Use of Projects in Religious Education. 

Hartshorne: Childhood and Character. 

Haslett: Pedagogical Bible School. 

Hunt: The Lutheran Sunday School Handbook. 

Hutchins: Graded Social Service. 

Journal of Religious Education. 

Meyer: Graded Sunday School in Principle and Prac- © 
tice. 

Munkres: Primary Method in the Church School. 

Myers: The Old Testament in the Sunday School. 

Norsworthy and Whitley: Psychology of Childhood. 

Pease: Outline of a Bible School Curriculum. 

schmauk: How to Teach in Sunday School. 

Schmauk: The Christian Kindergarten. 

Smith: The Lutheran Church and Child Nurture. 

The Church School. 

Thompson: Handbook for Workers with Young People. 

Weigle: The Pupil and the Teacher. 

Winchester: Rel:gicus Education and Democracy. 


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